Leitura literária na escola: o conto como provocação
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/8010 |
Resumo: | The following research Project “Literary Reading at school: the tale functioning like a challenge was motivated by anxiety to see the resistance of students to the literary reading practice at Basic Education School. Therefore, its interest is far beyond getting students to enjoy reading literary texts, highlighting the idea that reading practice is an experience, which allows us to a better understanding of the relationship with life, and to improve our perspective as human beings in the world around us. In a frenetically digital age, more and more teenagers come across with technologies that offer wider possibilities of interaction, easier access to information, instant communication and social networks. All these resources ultimately cause a distancing effect from literary genre in the classroom, mainly because the proposed approach in the textbooks are simpler and uninteresting for students. Thus, by offering mostly a textual understanding based on pre-established interpretation schemes, they limit the reception of the reader, since they are not given the opportunity to express themselves the possibilities of interpretation. Based on these premises, the corpus-based analysis was made up of four short stories extracted from Aquela água toda written by João Anzanello Carrascoza (a Brazilian author, from São Paulo). The choice of this author specifically refers to the fact of how he approaches the conflicts, which are common to the readers, as well as relevant aspects in the teenager’s universe such as fears and insecurities, first love, family relationships, the first experiences of discoveries. The writer is able to promote a pleasant interactive reading activity as a motivating element for literary literacy. The qualitative research of the participant type involves the realization of a reading project with pre-teenagers, ages 11-13 in a private school in a noble sector of the city of Goiania, Goias, Brazil. The theoretical foundation presented is based on Bosi’s reflections (2001); Cortázar (1974); Candido (2004);Chartier (1999); Compagnon (2003 and 2009); Todorov (2009); Gotlib (1999); National Curriculum Parameters (PCNs,1999); Piglia (1999); among others. The result of this research emphasizes the stories like provocateurs of the literary reading in the school environment, but also the important role of the mediator in this process. |
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Silva, Célia Sebastianahttp://lattes.cnpq.br/6040720460185023Silva, Célia SebastianaFaria, Vivianne Fleury deCurado, Maria Eugêniahttp://lattes.cnpq.br/0196439915510735Tavares, Elaine Lopes de Oliveira2017-12-06T11:33:00Z2017-09-29TAVARES, E. L. O. Leitura literária na escola: o conto como provocação. 2017. 141 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2017.http://repositorio.bc.ufg.br/tede/handle/tede/8010The following research Project “Literary Reading at school: the tale functioning like a challenge was motivated by anxiety to see the resistance of students to the literary reading practice at Basic Education School. Therefore, its interest is far beyond getting students to enjoy reading literary texts, highlighting the idea that reading practice is an experience, which allows us to a better understanding of the relationship with life, and to improve our perspective as human beings in the world around us. In a frenetically digital age, more and more teenagers come across with technologies that offer wider possibilities of interaction, easier access to information, instant communication and social networks. All these resources ultimately cause a distancing effect from literary genre in the classroom, mainly because the proposed approach in the textbooks are simpler and uninteresting for students. Thus, by offering mostly a textual understanding based on pre-established interpretation schemes, they limit the reception of the reader, since they are not given the opportunity to express themselves the possibilities of interpretation. Based on these premises, the corpus-based analysis was made up of four short stories extracted from Aquela água toda written by João Anzanello Carrascoza (a Brazilian author, from São Paulo). The choice of this author specifically refers to the fact of how he approaches the conflicts, which are common to the readers, as well as relevant aspects in the teenager’s universe such as fears and insecurities, first love, family relationships, the first experiences of discoveries. The writer is able to promote a pleasant interactive reading activity as a motivating element for literary literacy. The qualitative research of the participant type involves the realization of a reading project with pre-teenagers, ages 11-13 in a private school in a noble sector of the city of Goiania, Goias, Brazil. The theoretical foundation presented is based on Bosi’s reflections (2001); Cortázar (1974); Candido (2004);Chartier (1999); Compagnon (2003 and 2009); Todorov (2009); Gotlib (1999); National Curriculum Parameters (PCNs,1999); Piglia (1999); among others. The result of this research emphasizes the stories like provocateurs of the literary reading in the school environment, but also the important role of the mediator in this process.O presente projeto de pesquisa “Leitura literária na escola: o conto como provocação” foi motivado pela inquietação em observar a resistência dos alunos à prática de leitura literária na escola de Educação Básica. Desse modo, interessa, para além de levar os alunos a apreciar a leitura de textos literários, fazer valer a ideia de que a prática leitora é uma experiência que nos permite compreender melhor a relação com a vida e aprimorar a nossa visão do outro enquanto sujeito no mundo que nos circunda. Na frenética era digital, cada vez mais, os jovens deparam-se com tecnologias que oferecem amplas possibilidades para interação, acesso facilitado à informação, comunicação instantânea e redes sociais. Todos esses recursos acabam por provocar um distanciamento do gênero literário em sala de aula, principalmente porque a abordagem literária proposta pelos livros didáticos é simplificadora, gerando, assim, desinteresse no aluno. Desse modo, ao oferecerem, em sua maioria, uma compreensão textual com base em esquemas de interpretação preestabelecidos, restringem a recepção do aluno-leitor, uma vez que não lhe é dada a oportunidade de se manifestar sobre as possibilidades de interpretação. Com base nessas premissas, o corpus de análise deste trabalho foi constituído de quatro contos extraídos da obra Aquela água toda, do autor paulista João Anzanello Carrascoza. A escolha desse escritor se deve especificamente ao fato de conseguir abordar conflitos, os quais permeiam a realidade do jovem leitor, bem como temas norteadores do universo dos adolescentes, tais como os medos e inseguranças, o primeiro amor, as relações familiares, as primeiras experiências de descoberta e conflito. O contista consegue promover uma atividade prazerosa de leitura, integrada como elemento motivador para o letramento literário. A pesquisa, de caráter qualitativo, do tipo participante, envolve a realização de um projeto de leitura com pré-adolescentes de 11 a 13 anos, em uma escola da rede privada, em um setor nobre da cidade de Goiânia. A fundamentação teórica apresentada apoia-se em reflexões de Bosi; (2001); Cortázar (1974); Candido (2004); Chartier (1999); Compagnon (2003 e 2009); Todorov (2009); Gotlib (1999); Parâmetros Curriculares Nacionais (PCN, 1999); Piglia (1999), entre outros. O resultado desta pesquisa realça os contos como provocadores da leitura literária no ambiente escolar, como também o importante papel do mediador nesse processo.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-06T11:30:49Z No. of bitstreams: 2 Dissertação - Elaine Lopes de Oliveira Tavares - 2017.pdf: 3493241 bytes, checksum: cb80e4003c7b2ec87791061e09640873 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-12-06T11:33:00Z (GMT) No. of bitstreams: 2 Dissertação - Elaine Lopes de Oliveira Tavares - 2017.pdf: 3493241 bytes, checksum: cb80e4003c7b2ec87791061e09640873 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2017-12-06T11:33:00Z (GMT). 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dc.title.eng.fl_str_mv |
Leitura literária na escola: o conto como provocação |
title |
Leitura literária na escola: o conto como provocação |
spellingShingle |
Leitura literária na escola: o conto como provocação Tavares, Elaine Lopes de Oliveira Ensino Educação básica Leitura Fundamental II Conto Teaching Elementary school Reading Secondary school Tale CIENCIAS HUMANAS::EDUCACAO |
title_short |
Leitura literária na escola: o conto como provocação |
title_full |
Leitura literária na escola: o conto como provocação |
title_fullStr |
Leitura literária na escola: o conto como provocação |
title_full_unstemmed |
Leitura literária na escola: o conto como provocação |
title_sort |
Leitura literária na escola: o conto como provocação |
author |
Tavares, Elaine Lopes de Oliveira |
author_facet |
Tavares, Elaine Lopes de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Silva, Célia Sebastiana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6040720460185023 |
dc.contributor.referee1.fl_str_mv |
Silva, Célia Sebastiana |
dc.contributor.referee2.fl_str_mv |
Faria, Vivianne Fleury de |
dc.contributor.referee3.fl_str_mv |
Curado, Maria Eugênia |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0196439915510735 |
dc.contributor.author.fl_str_mv |
Tavares, Elaine Lopes de Oliveira |
contributor_str_mv |
Silva, Célia Sebastiana Silva, Célia Sebastiana Faria, Vivianne Fleury de Curado, Maria Eugênia |
dc.subject.por.fl_str_mv |
Ensino Educação básica Leitura Fundamental II Conto |
topic |
Ensino Educação básica Leitura Fundamental II Conto Teaching Elementary school Reading Secondary school Tale CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching Elementary school Reading Secondary school Tale |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The following research Project “Literary Reading at school: the tale functioning like a challenge was motivated by anxiety to see the resistance of students to the literary reading practice at Basic Education School. Therefore, its interest is far beyond getting students to enjoy reading literary texts, highlighting the idea that reading practice is an experience, which allows us to a better understanding of the relationship with life, and to improve our perspective as human beings in the world around us. In a frenetically digital age, more and more teenagers come across with technologies that offer wider possibilities of interaction, easier access to information, instant communication and social networks. All these resources ultimately cause a distancing effect from literary genre in the classroom, mainly because the proposed approach in the textbooks are simpler and uninteresting for students. Thus, by offering mostly a textual understanding based on pre-established interpretation schemes, they limit the reception of the reader, since they are not given the opportunity to express themselves the possibilities of interpretation. Based on these premises, the corpus-based analysis was made up of four short stories extracted from Aquela água toda written by João Anzanello Carrascoza (a Brazilian author, from São Paulo). The choice of this author specifically refers to the fact of how he approaches the conflicts, which are common to the readers, as well as relevant aspects in the teenager’s universe such as fears and insecurities, first love, family relationships, the first experiences of discoveries. The writer is able to promote a pleasant interactive reading activity as a motivating element for literary literacy. The qualitative research of the participant type involves the realization of a reading project with pre-teenagers, ages 11-13 in a private school in a noble sector of the city of Goiania, Goias, Brazil. The theoretical foundation presented is based on Bosi’s reflections (2001); Cortázar (1974); Candido (2004);Chartier (1999); Compagnon (2003 and 2009); Todorov (2009); Gotlib (1999); National Curriculum Parameters (PCNs,1999); Piglia (1999); among others. The result of this research emphasizes the stories like provocateurs of the literary reading in the school environment, but also the important role of the mediator in this process. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-12-06T11:33:00Z |
dc.date.issued.fl_str_mv |
2017-09-29 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
TAVARES, E. L. O. Leitura literária na escola: o conto como provocação. 2017. 141 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2017. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/8010 |
identifier_str_mv |
TAVARES, E. L. O. Leitura literária na escola: o conto como provocação. 2017. 141 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2017. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/8010 |
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por |
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por |
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-6760778910420212860 |
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600 600 600 |
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-2481939986799146269 |
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-240345818910352367 |
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Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e cb80e4003c7b2ec87791061e09640873 185b8e88b5b781fe9fb783286a01f0f4 e7a7cb4595aa64de36b29c60a1cd31c3 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044388342890496 |