Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/13503 |
Resumo: | The present research aims to investigate reading strategies with the genre of literary memories from four chapters - Natalia Savishna, Childhood, Grief and Sad Recollections - from the first part of the trilogy Childhood, Boyhood, and Youth of the Russian writer Leo Tolstoy. The reading approach follows the theoretical-pistemological perspective of Sociodiscursive Interactionism (SDI) defended by Bronckart (2007). We start from the assumption that the productive reading of the literary memories genre is linked to the reader's observation of the discursive worlds intersection of the exposing and narrating’s order, through the spatiotemporal construction of the enunciation promoted by the producing agent of the text in a autobiographical discourse. Literary memories promote a narration of facts from one's private life while revealing historical, cultural, and social contexts in a society. In the writing of the literary memories genre, we observe that there is a certain discontinuity in the narrative and this configures changes of spatiotemporal relations promoted by the narrator. These phenomena can be observed through the projections of verbal tenses identified as narrated world and commented world belonging to Weinrich's sociocommunicative theory (1968). From an action research, based in Thiollent (2011), we developed an intervention in an 8th grade class of a school in the municipal public network of Paripiranga-BA. After learning about the difficulties that students have to carry out proficient reading text, we propose the elaboration of a Reading Teaching Sequence based on the postulates of Dolz, Noverraz and Schneuwly (2011) and an interactive reading class proposed by Leurquin (2014), aiming to contribute to the development of students language skills, according to Dolz, Pasquier and Bronckart (2017) and Dolz and Schneuwly (2011). Data collected generated a pedagogical book for the practice of literary memories reading in the classroom, aiming to cooperate with teaching practices that are associated to a sociocommunicative perspective of the Portuguese language teaching. |
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Andrade, Vanuzia Vieira deSilva, José Ricardo Carvalho da2020-06-25T21:20:11Z2020-06-25T21:20:11Z2019-05-29ANDRADE, Vanuzia Vieira de. Memórias literárias: um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo . 2019. 114 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2019.http://ri.ufs.br/jspui/handle/riufs/13503The present research aims to investigate reading strategies with the genre of literary memories from four chapters - Natalia Savishna, Childhood, Grief and Sad Recollections - from the first part of the trilogy Childhood, Boyhood, and Youth of the Russian writer Leo Tolstoy. The reading approach follows the theoretical-pistemological perspective of Sociodiscursive Interactionism (SDI) defended by Bronckart (2007). We start from the assumption that the productive reading of the literary memories genre is linked to the reader's observation of the discursive worlds intersection of the exposing and narrating’s order, through the spatiotemporal construction of the enunciation promoted by the producing agent of the text in a autobiographical discourse. Literary memories promote a narration of facts from one's private life while revealing historical, cultural, and social contexts in a society. In the writing of the literary memories genre, we observe that there is a certain discontinuity in the narrative and this configures changes of spatiotemporal relations promoted by the narrator. These phenomena can be observed through the projections of verbal tenses identified as narrated world and commented world belonging to Weinrich's sociocommunicative theory (1968). From an action research, based in Thiollent (2011), we developed an intervention in an 8th grade class of a school in the municipal public network of Paripiranga-BA. After learning about the difficulties that students have to carry out proficient reading text, we propose the elaboration of a Reading Teaching Sequence based on the postulates of Dolz, Noverraz and Schneuwly (2011) and an interactive reading class proposed by Leurquin (2014), aiming to contribute to the development of students language skills, according to Dolz, Pasquier and Bronckart (2017) and Dolz and Schneuwly (2011). Data collected generated a pedagogical book for the practice of literary memories reading in the classroom, aiming to cooperate with teaching practices that are associated to a sociocommunicative perspective of the Portuguese language teaching.A presente pesquisa tem a finalidade de aprofundar o conhecimento direcionado para a leitura do gênero memórias literárias em sala de aula como forma de suprir insuficiências quanto ao domínio desse gênero de texto por estudantes de ensino fundamental. O corpus da nossa pesquisa é constituído por quatro capítulos– Natália Sávichna, Infância, Dor e As últimas recordações tristes – da primeira parte da trilogia Infância, Adolescência, Juventude do escritor russo Lév Tolstói. A abordagem de leitura segue a perspectiva teórico-epistemológica do Interacionismo Sociodiscursivo (ISD) defendida por Bronckart (2007). Partimos do pressuposto de que a leitura produtiva do gênero memórias literárias está relacionada à observação do leitor referente ao cruzamento dos mundos discursivos da ordem do expor e do narrar, através da construção espaço-temporal da enunciação promovida pelo agente-produtor do texto em um discurso autobiográfico. As memórias literárias promovem a narração de fatos da vida particular de alguém revelando, ao mesmo tempo, os contextos históricos, culturais e sociais ocorridos em uma determinada sociedade. Na escrita do gênero memórias literárias, observamos a ocorrência de certa descontinuidade na narrativa com mudanças de relações espaços-temporais promovidas pelo narrador. Esses fenômenos podem ser observados nas projeções dos tempos verbais identificados como mundo narrado e mundo comentado pertencentes à teoria sociocomunicativa de Weinrich (1968). A partir de uma pesquisa-ação, baseada em Thiollent (2011), desenvolvemos uma intervenção em uma turma do 8º ano do Ensino Fundamental de uma escola da rede pública municipal de ParipirangaBA. Após tomarmos conhecimento das dificuldades dos alunos para realização proficiente de leitura de texto, propomos a elaboração de uma Sequência Didática de Leitura com base nos postulados de Dolz, Noverraz e Schneuwly (2011) e de uma aula interativa de leitura proposta por Leurquin (2014), visando contribuir o desenvolvimento das capacidades de linguagem dos estudantes, conforme Dolz, Pasquier e Bronckart (2017) e Dolz e Schneuwly (2011). Os dados coletados geraram um caderno pedagógico para a prática de leitura das memórias literárias em sala de aula para cooperar com as práticas docentes associadas a uma perspectiva sociocomunicativa de ensino da língua portuguesa.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESItabaiana, SEporLivros e leituraLeituraCompreensão na literatura.DidáticaMemórias literáriasInteracionismo sociodiscursivoLiterary memoriesSociodiscursive interactionismDiscursive worldsLINGUISTICA, LETRAS E ARTES::LETRASMemórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/13503/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALVANUZIA_VIEIRA_ANDRADE.pdfVANUZIA_VIEIRA_ANDRADE.pdfapplication/pdf1810076https://ri.ufs.br/jspui/bitstream/riufs/13503/2/VANUZIA_VIEIRA_ANDRADE.pdfbf5fc5ab33c46caac6e6df5996108117MD52TEXTVANUZIA_VIEIRA_ANDRADE.pdf.txtVANUZIA_VIEIRA_ANDRADE.pdf.txtExtracted texttext/plain264100https://ri.ufs.br/jspui/bitstream/riufs/13503/3/VANUZIA_VIEIRA_ANDRADE.pdf.txtc382ba504ce1d4e12fae0f109e14bfd1MD53THUMBNAILVANUZIA_VIEIRA_ANDRADE.pdf.jpgVANUZIA_VIEIRA_ANDRADE.pdf.jpgGenerated Thumbnailimage/jpeg1329https://ri.ufs.br/jspui/bitstream/riufs/13503/4/VANUZIA_VIEIRA_ANDRADE.pdf.jpge6bfd1a7ec9566d7dc9f3cf83df1fe68MD54riufs/135032020-06-25 18:20:11.549oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-06-25T21:20:11Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
title |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
spellingShingle |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo Andrade, Vanuzia Vieira de Livros e leitura Leitura Compreensão na literatura. Didática Memórias literárias Interacionismo sociodiscursivo Literary memories Sociodiscursive interactionism Discursive worlds LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
title_full |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
title_fullStr |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
title_full_unstemmed |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
title_sort |
Memórias literárias : um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo |
author |
Andrade, Vanuzia Vieira de |
author_facet |
Andrade, Vanuzia Vieira de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Andrade, Vanuzia Vieira de |
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 |
Livros e leitura Leitura Compreensão na literatura. Didática Memórias literárias Interacionismo sociodiscursivo |
topic |
Livros e leitura Leitura Compreensão na literatura. Didática Memórias literárias Interacionismo sociodiscursivo Literary memories Sociodiscursive interactionism Discursive worlds LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Literary memories Sociodiscursive interactionism Discursive worlds |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The present research aims to investigate reading strategies with the genre of literary memories from four chapters - Natalia Savishna, Childhood, Grief and Sad Recollections - from the first part of the trilogy Childhood, Boyhood, and Youth of the Russian writer Leo Tolstoy. The reading approach follows the theoretical-pistemological perspective of Sociodiscursive Interactionism (SDI) defended by Bronckart (2007). We start from the assumption that the productive reading of the literary memories genre is linked to the reader's observation of the discursive worlds intersection of the exposing and narrating’s order, through the spatiotemporal construction of the enunciation promoted by the producing agent of the text in a autobiographical discourse. Literary memories promote a narration of facts from one's private life while revealing historical, cultural, and social contexts in a society. In the writing of the literary memories genre, we observe that there is a certain discontinuity in the narrative and this configures changes of spatiotemporal relations promoted by the narrator. These phenomena can be observed through the projections of verbal tenses identified as narrated world and commented world belonging to Weinrich's sociocommunicative theory (1968). From an action research, based in Thiollent (2011), we developed an intervention in an 8th grade class of a school in the municipal public network of Paripiranga-BA. After learning about the difficulties that students have to carry out proficient reading text, we propose the elaboration of a Reading Teaching Sequence based on the postulates of Dolz, Noverraz and Schneuwly (2011) and an interactive reading class proposed by Leurquin (2014), aiming to contribute to the development of students language skills, according to Dolz, Pasquier and Bronckart (2017) and Dolz and Schneuwly (2011). Data collected generated a pedagogical book for the practice of literary memories reading in the classroom, aiming to cooperate with teaching practices that are associated to a sociocommunicative perspective of the Portuguese language teaching. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-05-29 |
dc.date.accessioned.fl_str_mv |
2020-06-25T21:20:11Z |
dc.date.available.fl_str_mv |
2020-06-25T21:20:11Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
ANDRADE, Vanuzia Vieira de. Memórias literárias: um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo . 2019. 114 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2019. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/13503 |
identifier_str_mv |
ANDRADE, Vanuzia Vieira de. Memórias literárias: um objeto de ensino da leitura na perspectiva do interacionismo sociodiscursivo . 2019. 114 f. Dissertação (Mestrado Profissional em Letras) - Universidade Federal de Sergipe, Itabaiana, SE, 2019. |
url |
http://ri.ufs.br/jspui/handle/riufs/13503 |
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Pós-Graduação Profissional em Letras |
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