O conto na sala de aula: gêneros textuais, leitura e reflexão linguística para além do Currículo Mínimo

• Autor(a) principal: Fraguas, Marcela Martins de Melo
• 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/1/14474
• topic: Education; Curriculum; Grammar; Textual genres; Literacy; Ensino; Currículo; Gramática; Gêneros textuais; Letramento; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation sought the questioning of the practices of Portuguese language teaching based on textual genres. The motivation for this work was given by the realization that, in my teaching practices, grammar and textual genres were conceived as contents to be taught separately. Thus, the activities that I used to propose did not emphasize the importance of reflection on the grammatical categories for the construction of textual meanings. In this work, we proceeded to an analysis of the Minimum Curriculum of the State of Rio de Janeiro (2012), since, in this document, portuguese language teaching relates to the appropriation of genres. From the reflections of Mikhail Bakhtin (2011), Jean-Paul Bronckart (2007), Joaquim Dolz and Bernard Schneuwly (2004), Isabel Solé (1998), Carlos Franchi (2006), Maria Helena de Moura Neves (2014), Luiz Carlos Travaglia (2004 / 2008), Irandé Antunes (2007/2009/2014) and Silvia Rodrigues Vieira (2015, forthcoming), I sought new teaching strategies that could contribute to the language development of my students, specially regarding reading competence. The strategies were developed based on the reading of short stories, provided by the curriculum as a genre to be studied during the ninth school year. To perform reading practices and reflect on language with my students, I selected the following short stories: Temptation (1999) written by Clarice Lispector, A fairy tale for modern women (2008) by Luis Fernando Verissimo and So that no one wanted her (1986) by Marina Colasanti. In the reported classes, I assumed a mediating position to favour the knowledge construction process. It should be noted that the discussion of the texts focused the elements pointed out by Bakhtin (2011, p.262) as inextricably linked to gender - compositional construction, thematic content and style.