O conto de fadas para além da narrativa: mediação da leitura no trabalho com o gênero discursivo

• Autor(a) principal: Rocha, Fernando Luiz Farinha
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14497
• topic: Fairy tales; Reading; Didactic sequence; Textual linguistics; Scaffolding; Conto de fadas; Leitura; Sequência didática; Linguística textual; Mediação pedagógica; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

The purpose of this study is to promote a critical analysis of the fairy tale genre through the development of a Didactic Sequence which, using the scaffolding reading strategy, allows the comprehension of implicit themes in selected texts. As reading is considered an interactive activity for the development of the senses and the text is the place where such interaction occurs, the present study is supported by the Tex-tual Linguistics, based on its interactional socio-cognitive approach as well as some of its textual factors such as: coherence, situationality, intention and also cohesion as a contextual reference. This study was based on the Linguistics Analysis procedure when applying the reference mentioned above. When it comes to methodology, it was a qualitative and documental research, although it is important to note that the pedagogical practical observation was also crucial for the improvement of its quality. The investigative procedure included the analysis of text comprehension exercises from a pedagogic booklet from the Rio de Janeiro educational system in order to pre-sent different text comprehension approaches during Portuguese classes parallel to the purpose of this study. Such analysis resulted in the verification of a restricted number of questions regarding the approach of what was implicit in the didactic ma-terial used, which, consequently, limits the construction of the student´s critical vision in relation to the text. The Sequence Didactic activities offered a better participation of the students, as well as a developed critical approach of the text through the appli-cation of more complex questions in the comprehension study.