Leitura – intertextualidade – jogo : tudo junto e bem articulado
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/10268 |
Resumo: | Nowadays, acknowledging and valuing the role of reading in language practices is to contribute to the training of critical and autonomous individuals. Thus, aiming to develop the reading literacyamong 9th grade students, of elementary education, this qualitative research, of intervencionist nature, developped a material, which includes activities, and a didactic game to foster reading strategies and text interpretation, based upon the teaching-learning of parody, one of the types of intertextuality, term originally disseminated by Kristeva (1979). It is a Pedagogical Notebook used to enhance the reading of parodistic texts, which has as theoretical bases Bakhtin ([1972] 2003),Genette (2006), Koch, Bentes and Cavalcante (2009) and Sant’anna (2000), regarding the presence of intertextuality, and the humor and irony effects in memes (multimodal texts that circulate on social networks). By using this learning object, whose methodological procedures are based upon the works of Bronckart (2006) and Dolz, Noverraz and Schneuwly (2004), it is possible to relate the use of regularities in texts that would textually define the genre structure, enabling the reading proficiency. The results were expressive, because they showed that the students before, with less reading abiliy, could improve their performance. Effectively, those who had show more fluency in the use of strategies achieved more success in reading. |
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Nascimento, Alessandra Maria SilvaBonifácio, Renata Ferreira Costa2019-01-22T18:19:53Z2019-01-22T18:19:53Z2018-02-27NASCIMENTO, Alessandra Maria Silva. Leitura – intertextualidade – jogo : tudo junto e bem articulado. 2018. 162 f. Dissertação (Mestrado profissional em Letras) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018.http://ri.ufs.br/jspui/handle/riufs/10268Nowadays, acknowledging and valuing the role of reading in language practices is to contribute to the training of critical and autonomous individuals. Thus, aiming to develop the reading literacyamong 9th grade students, of elementary education, this qualitative research, of intervencionist nature, developped a material, which includes activities, and a didactic game to foster reading strategies and text interpretation, based upon the teaching-learning of parody, one of the types of intertextuality, term originally disseminated by Kristeva (1979). It is a Pedagogical Notebook used to enhance the reading of parodistic texts, which has as theoretical bases Bakhtin ([1972] 2003),Genette (2006), Koch, Bentes and Cavalcante (2009) and Sant’anna (2000), regarding the presence of intertextuality, and the humor and irony effects in memes (multimodal texts that circulate on social networks). By using this learning object, whose methodological procedures are based upon the works of Bronckart (2006) and Dolz, Noverraz and Schneuwly (2004), it is possible to relate the use of regularities in texts that would textually define the genre structure, enabling the reading proficiency. The results were expressive, because they showed that the students before, with less reading abiliy, could improve their performance. Effectively, those who had show more fluency in the use of strategies achieved more success in reading.Atualmente, reconhecer e valorizar o papel da leitura nas práticas de linguagem é contribuir para a formação de sujeitos críticos e autônomos. Desta forma, visando incentivar a compreensão leitora em alunos do 9º ano do Ensino Fundamental, esta pesquisa qualitativa, de natureza intervencionista, desenvolve um material com atividades e um jogo didático para estimular estratégias de leitura e interpretação de texto, fundamentando-se, para tanto, no ensino-aprendizagem da paródia, um dos tipos de intertextualidade, termo originalmente difundido por Kristeva (1979). Trata-se de um Caderno Pedagógico utilizado para trabalhar a leitura do texto parodístico, que tem como suporte teórico Bakhtin ([1972] 2003), Genette (2006), Koch, Bentes e Cavalcante (2009) e Sant’anna(2000) quanto à presença da intertextualidade e os efeitos de humor e ironia em memes (textos multimodais que circulam nas redes sociais). Por meio desse objeto de aprendizagem, cujos procedimentos metodológicos se baseiam no trabalho de Bronckart (2006) e Dolz, Noverraz e Schneuwly (2004), é possível relacionar o uso de regularidades em textos que caracterizariam a estrutura do gênero textualmente, viabilizando a proficiência em leitura. Os resultados foram expressivos, pois revelaram que alunos, antes com pouca habilidade leitora, puderam melhorar seu desempenho. Efetivamente, os que demonstraram mais fluência com o uso das estratégias obtiveram melhor êxito na leitura.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporLeitoresReação críticaIntertextualidadeParódiaMemesJogos educativosCompreensão leitoraJogos didáticosDidactic gamesReading comprehensionIntertextualityParodyLINGUISTICA, LETRAS E ARTES::LETRASLeitura – intertextualidade – jogo : tudo junto e bem articuladoinfo: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/openAccessTEXTALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.txtALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.txtExtracted texttext/plain258333https://ri.ufs.br/jspui/bitstream/riufs/10268/3/ALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.txt0d83802cf002aa54ffd3be7ecefde517MD53THUMBNAILALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.jpgALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.jpgGenerated Thumbnailimage/jpeg1249https://ri.ufs.br/jspui/bitstream/riufs/10268/4/ALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf.jpg129ac5ac5202963c77fe717c61ec2365MD54ORIGINALALESSANDRA_MARIA_SILVA_NASCIMENTO.pdfALESSANDRA_MARIA_SILVA_NASCIMENTO.pdfapplication/pdf12039335https://ri.ufs.br/jspui/bitstream/riufs/10268/2/ALESSANDRA_MARIA_SILVA_NASCIMENTO.pdf32fb2e7fa40ba631cbca6b93a40e64d9MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/10268/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/10268/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/102682019-01-22 15:19:54.534oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-01-22T18:19:54Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
title |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
spellingShingle |
Leitura – intertextualidade – jogo : tudo junto e bem articulado Nascimento, Alessandra Maria Silva Leitores Reação crítica Intertextualidade Paródia Memes Jogos educativos Compreensão leitora Jogos didáticos Didactic games Reading comprehension Intertextuality Parody LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
title_full |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
title_fullStr |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
title_full_unstemmed |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
title_sort |
Leitura – intertextualidade – jogo : tudo junto e bem articulado |
author |
Nascimento, Alessandra Maria Silva |
author_facet |
Nascimento, Alessandra Maria Silva |
author_role |
author |
dc.contributor.author.fl_str_mv |
Nascimento, Alessandra Maria Silva |
dc.contributor.advisor1.fl_str_mv |
Bonifácio, Renata Ferreira Costa |
contributor_str_mv |
Bonifácio, Renata Ferreira Costa |
dc.subject.por.fl_str_mv |
Leitores Reação crítica Intertextualidade Paródia Memes Jogos educativos Compreensão leitora Jogos didáticos Didactic games |
topic |
Leitores Reação crítica Intertextualidade Paródia Memes Jogos educativos Compreensão leitora Jogos didáticos Didactic games Reading comprehension Intertextuality Parody LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Reading comprehension Intertextuality Parody |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Nowadays, acknowledging and valuing the role of reading in language practices is to contribute to the training of critical and autonomous individuals. Thus, aiming to develop the reading literacyamong 9th grade students, of elementary education, this qualitative research, of intervencionist nature, developped a material, which includes activities, and a didactic game to foster reading strategies and text interpretation, based upon the teaching-learning of parody, one of the types of intertextuality, term originally disseminated by Kristeva (1979). It is a Pedagogical Notebook used to enhance the reading of parodistic texts, which has as theoretical bases Bakhtin ([1972] 2003),Genette (2006), Koch, Bentes and Cavalcante (2009) and Sant’anna (2000), regarding the presence of intertextuality, and the humor and irony effects in memes (multimodal texts that circulate on social networks). By using this learning object, whose methodological procedures are based upon the works of Bronckart (2006) and Dolz, Noverraz and Schneuwly (2004), it is possible to relate the use of regularities in texts that would textually define the genre structure, enabling the reading proficiency. The results were expressive, because they showed that the students before, with less reading abiliy, could improve their performance. Effectively, those who had show more fluency in the use of strategies achieved more success in reading. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-02-27 |
dc.date.accessioned.fl_str_mv |
2019-01-22T18:19:53Z |
dc.date.available.fl_str_mv |
2019-01-22T18:19:53Z |
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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 |
NASCIMENTO, Alessandra Maria Silva. Leitura – intertextualidade – jogo : tudo junto e bem articulado. 2018. 162 f. Dissertação (Mestrado profissional em Letras) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/10268 |
identifier_str_mv |
NASCIMENTO, Alessandra Maria Silva. Leitura – intertextualidade – jogo : tudo junto e bem articulado. 2018. 162 f. Dissertação (Mestrado profissional em Letras) - Universidade Federal de Sergipe, São Cristóvão, SE, 2018. |
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Pós-Graduação Profissional em Letras |
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Universidade Federal de Sergipe |
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