Leitura do conto machadiano para o ensino fundamental : uma proposta de sequência didática tupiniquim para formação do leitor literário na perspectiva bakhtiniana.

• Autor(a) principal: Gonçalves, Rosemary Pinto de Arruda
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/361
• topic: Leitura; Sequência didática; Contos machadianos; CNPQ::LINGUISTICA, LETRAS E ARTES; Reading; Didactic sequence; Machadian short stories

This research aims to argue about theories that bring to light a redefinition of the teaching of Portuguese, from the Shape-use-Shape axis to the Use-shape-Use axis, based on the discourse genres, under the perspective of Bakhtin (1952-53), using literature as content in elementary education, focused on humanistic education. We consider, therefore, in this study, the language as a process of construction and production of meanings. Based on this, we draw the following research objectives: 1º) to prepare a Tupiniquim Didactic Sequence (TDS) for the discursive genre “machadian short story” in the discursive enunciation perspective influenced by Bakhtin, dedicated to the training of literary readers of the students of the 9th year of elementary school of the Coronel Antônio Paes de Barros State School, in Barão de Melgaço, State of Mato Grosso; and 2º) apply the didactic sequence composed of eight modules oriented to the acquisition of reading skills of literary short stories and watch the progression of the learning of this reading, by the same students, through the analysis and measurement of results. To this end, we selected two research questions: How to organize a TDS for the reading of short stories for students of 9th year of elementary school, of the Coronel Antônio Paes de Barros State School, in Barão de Melgaço, State of Mato Grosso? Which results, in terms of literary reading, will be observed after application of a TDS for the reading of machadian short stories? For the creation of such TDS, we clarify that besides the characteristics of the French DS, we seek to adapt it to this specific context, i.e., the needs of public school students in Mato Grosso’s Pantanal. We developed, in our work, an action-research, in the light of Thiollent (1986) and also revisit the theoretical collection which follows the studies on language of the russian thinkers of the Circle, Bakhtin/Voloshinov (1929); Bakhtin (1952-1953). To anchor our methodology, we obeyed the considerations of the Methodology of Social Sciences with Bakhtin (2006) and Amorim (2001); in the parameterization of teaching practices, we used, essentially, the socio-historical theory of Vygotsky's learning, with emphasis on the Zone of Proximal Development; the formulations of didactic sequences and language abilities based on Schneuwly and Dolz (2004) and the reading skills in Rojo (2004-2009). The results, in terms of literary reading, showed progression in the use of language and reading skills, reaching the level of active and critical understanding in relation to the reading of machadian short stories.