A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/10768 |
Resumo: | This research promotes a case study that investigates possibilities of developing a reading proposal with fairy tales that promotes reflections on the values linked to traditional societies and contemporary societies inscribed in the texts read. It examines the different forms of representation of women in the fairy-tale genre, pointing to different ways of acting and thinking in fictionally constructed worlds from Coelho (2012). Such activities of analysis were carried out with students of a 7th grade elementary school class of a public school in Bahia, seeking to prove possibilities of developing reading activities with questions about the social values enrolled in literary works. Taking as a starting point the historical study of children's literature, it is observed that literary texts always point to different worldviews that are articulated to the context of the production of their writing and the moment in which the interaction with the readers is realized . The main reading strategy is to understand the context of production of fairy tales and the intertextual process in order to identify conservative values and emancipatory values of women. To exemplify this process, four fairy tales were produced, one produced in the seventeenth century, the other in the nineteenth century and two in the twentieth century. The values are analyzed through the observation of the behavior of the female characters and the outcome that narrative presents. The procedures adopted by Sociodiscursivo Interacionismo (hereinafter ISD) are used as an analysis contribution. Bronckart's notion of architects (2006), the notions of production conditions and the textual infrastructure (general plan, types of discourses, and sequence types) in Bronckart (1999) and the understanding of didactic sequence (SD) developed by Dolz ; Noverraz and Schneuwly (2011). At the end, there is a didactic sequence that contains the following steps: presentation of the initial situation, initial production - the proposition of an activity of interpretation of the traditional tales "Rumpelstiltskin" of Brother Grimm, Perrault's Donkey Skin, in contrast to two contemporary tales by Marina Colasanti The Weaver Girl and Between the Sword and the Rose, Twelve Modules, Intermediate Production and Final Production. |
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Dias, Suzete Silene SoaresSilva, José Ricardo Carvalho da2019-03-27T13:42:02Z2019-03-27T13:42:02Z2018-04-18DIAS, Suzete Silene Soares. A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo. 2018. 207 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/10768This research promotes a case study that investigates possibilities of developing a reading proposal with fairy tales that promotes reflections on the values linked to traditional societies and contemporary societies inscribed in the texts read. It examines the different forms of representation of women in the fairy-tale genre, pointing to different ways of acting and thinking in fictionally constructed worlds from Coelho (2012). Such activities of analysis were carried out with students of a 7th grade elementary school class of a public school in Bahia, seeking to prove possibilities of developing reading activities with questions about the social values enrolled in literary works. Taking as a starting point the historical study of children's literature, it is observed that literary texts always point to different worldviews that are articulated to the context of the production of their writing and the moment in which the interaction with the readers is realized . The main reading strategy is to understand the context of production of fairy tales and the intertextual process in order to identify conservative values and emancipatory values of women. To exemplify this process, four fairy tales were produced, one produced in the seventeenth century, the other in the nineteenth century and two in the twentieth century. The values are analyzed through the observation of the behavior of the female characters and the outcome that narrative presents. The procedures adopted by Sociodiscursivo Interacionismo (hereinafter ISD) are used as an analysis contribution. Bronckart's notion of architects (2006), the notions of production conditions and the textual infrastructure (general plan, types of discourses, and sequence types) in Bronckart (1999) and the understanding of didactic sequence (SD) developed by Dolz ; Noverraz and Schneuwly (2011). At the end, there is a didactic sequence that contains the following steps: presentation of the initial situation, initial production - the proposition of an activity of interpretation of the traditional tales "Rumpelstiltskin" of Brother Grimm, Perrault's Donkey Skin, in contrast to two contemporary tales by Marina Colasanti The Weaver Girl and Between the Sword and the Rose, Twelve Modules, Intermediate Production and Final Production.Esta pesquisa promoveu um estudo de caso que desenvolve uma proposta de leitura com contos de fadas, promovendo reflexões sobre os valores vinculados a sociedades tradicionais e a sociedades contemporâneas, inscritos nos textos lidos. Foram examinadas as diferentes formas de representação da mulher no gênero contos de fadas, apontando para diferentes formas de agir e pensar nos mundos construídos ficcionalmente a partir de Coelho (2012). Tais atividades de análises foram realizadas com alunos de uma classe do 7º ano do ensino fundamental de uma escola pública da Bahia, comprovando o desenvolvimento de atividades de leitura com questionamentos em torno dos valores sociais inscritos em obras literárias. Tomando-se como ponto de partida o estudo histórico da literatura infanto-juvenil, observou-se que os textos literários sempre apontam para diferentes visões de mundo que se articulam ao contexto de produção de sua escrita e do momento em que se realiza a interação com os leitores. A principal estratégia de leitura foi a compreensão do contexto de produção dos contos de fadas e do processo intertextual, a fim de se identificar valores conservadores e valores emancipatórios da mulher. Para se exemplificar esse processo, foram selecionados quatro contos de fadas, um produzido no século XVII, outro, no século XIX e dois, no século XX. Os valores foram analisados por meio da observação do comportamento das personagens femininas e do desfecho que cada narrativa apresentava. Utilizaram-se, como aporte de análise, os procedimentos adotados pelo Interacionismo Sociodiscursivo (doravante ISD). Considerou-se a noção de arquitexto de Bronckart (2006), as noções de condições de produção e a infraestrutura textual (plano geral, tipos de discursos e tipos de sequências) em Bronckart (1999) e a compreensão de sequência didática (SD) desenvolvida por Dolz; Noverraz e Schneuwly (2011). Apresentou-se, ao final, uma sequência didática que contém as seguintes etapas: apresentação da situação inicial, produção inicial, 12 módulos envolvendo os contos tradicionais “Rumpelstiltskin”, dos Irmãos Grimm, e “Pele de Asno”, de Perrault, em contraste a dois contos contemporâneos de Marina Colasanti, “A moça tecelã” e “Entre a espada e a rosa”, produção intermediária e produção final.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESItabaiana, SEporLeituraInteracionismo SociodiscursivoConto de fadasSequência didáticaLivro e leituraLiteratura infanto-juvenilMulheres e literaturaReadingSociodiscursive interactionismFairy taleFollowing teachingLINGUISTICA, LETRAS E ARTES::LETRASA leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTSUZETE_SILENE_SOARES_DIAS.pdf.txtSUZETE_SILENE_SOARES_DIAS.pdf.txtExtracted texttext/plain377677https://ri.ufs.br/jspui/bitstream/riufs/10768/3/SUZETE_SILENE_SOARES_DIAS.pdf.txt124d9f14a907b88d8f2de8fb0c7e4647MD53THUMBNAILSUZETE_SILENE_SOARES_DIAS.pdf.jpgSUZETE_SILENE_SOARES_DIAS.pdf.jpgGenerated Thumbnailimage/jpeg1294https://ri.ufs.br/jspui/bitstream/riufs/10768/4/SUZETE_SILENE_SOARES_DIAS.pdf.jpg0d46d0fe749a906b32986bc08a3ede26MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/10768/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALSUZETE_SILENE_SOARES_DIAS.pdfSUZETE_SILENE_SOARES_DIAS.pdfapplication/pdf13923356https://ri.ufs.br/jspui/bitstream/riufs/10768/2/SUZETE_SILENE_SOARES_DIAS.pdf275ba12b8bda7a79847ab7437d54d147MD52riufs/107682019-03-27 10:42:03.093oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-03-27T13:42:03Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
title |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
spellingShingle |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo Dias, Suzete Silene Soares Leitura Interacionismo Sociodiscursivo Conto de fadas Sequência didática Livro e leitura Literatura infanto-juvenil Mulheres e literatura Reading Sociodiscursive interactionism Fairy tale Following teaching LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
title_full |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
title_fullStr |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
title_full_unstemmed |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
title_sort |
A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo |
author |
Dias, Suzete Silene Soares |
author_facet |
Dias, Suzete Silene Soares |
author_role |
author |
dc.contributor.author.fl_str_mv |
Dias, Suzete Silene Soares |
dc.contributor.advisor1.fl_str_mv |
Silva, José Ricardo Carvalho da |
contributor_str_mv |
Silva, José Ricardo Carvalho da |
dc.subject.por.fl_str_mv |
Leitura Interacionismo Sociodiscursivo Conto de fadas Sequência didática Livro e leitura Literatura infanto-juvenil Mulheres e literatura |
topic |
Leitura Interacionismo Sociodiscursivo Conto de fadas Sequência didática Livro e leitura Literatura infanto-juvenil Mulheres e literatura Reading Sociodiscursive interactionism Fairy tale Following teaching LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Reading Sociodiscursive interactionism Fairy tale Following teaching |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research promotes a case study that investigates possibilities of developing a reading proposal with fairy tales that promotes reflections on the values linked to traditional societies and contemporary societies inscribed in the texts read. It examines the different forms of representation of women in the fairy-tale genre, pointing to different ways of acting and thinking in fictionally constructed worlds from Coelho (2012). Such activities of analysis were carried out with students of a 7th grade elementary school class of a public school in Bahia, seeking to prove possibilities of developing reading activities with questions about the social values enrolled in literary works. Taking as a starting point the historical study of children's literature, it is observed that literary texts always point to different worldviews that are articulated to the context of the production of their writing and the moment in which the interaction with the readers is realized . The main reading strategy is to understand the context of production of fairy tales and the intertextual process in order to identify conservative values and emancipatory values of women. To exemplify this process, four fairy tales were produced, one produced in the seventeenth century, the other in the nineteenth century and two in the twentieth century. The values are analyzed through the observation of the behavior of the female characters and the outcome that narrative presents. The procedures adopted by Sociodiscursivo Interacionismo (hereinafter ISD) are used as an analysis contribution. Bronckart's notion of architects (2006), the notions of production conditions and the textual infrastructure (general plan, types of discourses, and sequence types) in Bronckart (1999) and the understanding of didactic sequence (SD) developed by Dolz ; Noverraz and Schneuwly (2011). At the end, there is a didactic sequence that contains the following steps: presentation of the initial situation, initial production - the proposition of an activity of interpretation of the traditional tales "Rumpelstiltskin" of Brother Grimm, Perrault's Donkey Skin, in contrast to two contemporary tales by Marina Colasanti The Weaver Girl and Between the Sword and the Rose, Twelve Modules, Intermediate Production and Final Production. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-04-18 |
dc.date.accessioned.fl_str_mv |
2019-03-27T13:42:02Z |
dc.date.available.fl_str_mv |
2019-03-27T13:42:02Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
DIAS, Suzete Silene Soares. A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo. 2018. 207 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/10768 |
identifier_str_mv |
DIAS, Suzete Silene Soares. A leitura dos contos de fadas na perspectiva do interacionismo sociodiscursivo. 2018. 207 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2018. |
url |
http://ri.ufs.br/jspui/handle/riufs/10768 |
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Pós-Graduação Profissional em Letras |
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Universidade Federal de Sergipe |
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