Didactic sequence for reading poems as a contribution to the portuguese language teaching

Detalhes bibliográficos
Autor(a) principal: Garcia Lopes-Rossi, Maria Aparecida
Data de Publicação: 2017
Outros Autores: Batalha de Siqueira Renda, Vera Lucia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNITAU
Texto Completo: http://repositorio.unitau.br/jspui/handle/20.500.11874/3093
Resumo: The marginalization of poems in Portuguese language classes is a fact observed by many researchers as well as teachers' fear and insecurity regarding to work this discursive genre in classroom. Despite this context, this genre is one of the most frequent genres in external reading assessments, such as Prova Brasil. Textbooks have not contributed to the teaching practice once they generally favor the formal aspects rather than the construction of meanings in poems, their socio-historical contexts and readers' responsive attitudes towards them. Faced with the need to contribute to a better approach to work with poems in the classroom, the aim of this paper is to present a teaching sequence for poem reading, explaining its main theoretical basis and showing how it contemplates the fundamental methodological issues concerning the reading of this genre and contributes to the development of reading skills. It is based on the bakthinian concept of discursive genre, the main characteristics of poem genre, and on the sociocognitive concept of reading. Thus, it provides the teacher with subsidies for the development of reading activities with poems, considering aspects of their socio-communicative, thematic and aesthetic dimensions and their verbal and nonverbal composition. It contributes to promoting a theoretically well-founded teaching job which is feasible in the classroom, with any poem a teacher might select.
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spelling Garcia Lopes-Rossi, Maria AparecidaBatalha de Siqueira Renda, Vera Lucia2019-09-12T16:57:09Z2019-09-12T16:57:09Z2017612873032316-1795http://repositorio.unitau.br/jspui/handle/20.500.11874/3093WOS:000411590700015The marginalization of poems in Portuguese language classes is a fact observed by many researchers as well as teachers' fear and insecurity regarding to work this discursive genre in classroom. Despite this context, this genre is one of the most frequent genres in external reading assessments, such as Prova Brasil. Textbooks have not contributed to the teaching practice once they generally favor the formal aspects rather than the construction of meanings in poems, their socio-historical contexts and readers' responsive attitudes towards them. Faced with the need to contribute to a better approach to work with poems in the classroom, the aim of this paper is to present a teaching sequence for poem reading, explaining its main theoretical basis and showing how it contemplates the fundamental methodological issues concerning the reading of this genre and contributes to the development of reading skills. It is based on the bakthinian concept of discursive genre, the main characteristics of poem genre, and on the sociocognitive concept of reading. Thus, it provides the teacher with subsidies for the development of reading activities with poems, considering aspects of their socio-communicative, thematic and aesthetic dimensions and their verbal and nonverbal composition. It contributes to promoting a theoretically well-founded teaching job which is feasible in the classroom, with any poem a teacher might select.Made available in DSpace on 2019-09-12T16:57:09Z (GMT). No. of bitstreams: 0 Previous issue date: 2017[Garcia Lopes-Rossi, Maria Aparecida; Batalha de Siqueira Renda, Vera Lucia] Universidade de Taubaté (Unitau) , Dept Ciencias Sociais & LetrasUniv Estado Rio Grande NorteBrasilDialogo Das LetrasEm verificaçãoinfo:eu-repo/semantics/openAccessWeb of Sciencereponame:Repositório Institucional da UNITAUinstname:Universidade de Taubaté (UNITAU)instacron:UNITAUReading PoemDidactic SequencePortuguese Language TeachingLanguage & LinguisticsLinguisticsDidactic sequence for reading poems as a contribution to the portuguese language teachinginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlepor20.500.11874/30932019-09-27 12:26:08.616oai:repositorio.unitau.br:20.500.11874/3093Repositório InstitucionalPUBhttp://repositorio.unitau.br/oai/requestopendoar:2019-09-27T15:26:08Repositório Institucional da UNITAU - Universidade de Taubaté (UNITAU)false
dc.title.en.fl_str_mv Didactic sequence for reading poems as a contribution to the portuguese language teaching
title Didactic sequence for reading poems as a contribution to the portuguese language teaching
spellingShingle Didactic sequence for reading poems as a contribution to the portuguese language teaching
Garcia Lopes-Rossi, Maria Aparecida
Reading Poem
Didactic Sequence
Portuguese Language Teaching
Language & Linguistics
Linguistics
title_short Didactic sequence for reading poems as a contribution to the portuguese language teaching
title_full Didactic sequence for reading poems as a contribution to the portuguese language teaching
title_fullStr Didactic sequence for reading poems as a contribution to the portuguese language teaching
title_full_unstemmed Didactic sequence for reading poems as a contribution to the portuguese language teaching
title_sort Didactic sequence for reading poems as a contribution to the portuguese language teaching
author Garcia Lopes-Rossi, Maria Aparecida
author_facet Garcia Lopes-Rossi, Maria Aparecida
Batalha de Siqueira Renda, Vera Lucia
author_role author
author2 Batalha de Siqueira Renda, Vera Lucia
author2_role author
dc.contributor.author.fl_str_mv Garcia Lopes-Rossi, Maria Aparecida
Batalha de Siqueira Renda, Vera Lucia
dc.subject.other.en.fl_str_mv Reading Poem
Didactic Sequence
Portuguese Language Teaching
topic Reading Poem
Didactic Sequence
Portuguese Language Teaching
Language & Linguistics
Linguistics
dc.subject.wosarea.en.fl_str_mv Language & Linguistics
dc.subject.researcharea.en.fl_str_mv Linguistics
description The marginalization of poems in Portuguese language classes is a fact observed by many researchers as well as teachers' fear and insecurity regarding to work this discursive genre in classroom. Despite this context, this genre is one of the most frequent genres in external reading assessments, such as Prova Brasil. Textbooks have not contributed to the teaching practice once they generally favor the formal aspects rather than the construction of meanings in poems, their socio-historical contexts and readers' responsive attitudes towards them. Faced with the need to contribute to a better approach to work with poems in the classroom, the aim of this paper is to present a teaching sequence for poem reading, explaining its main theoretical basis and showing how it contemplates the fundamental methodological issues concerning the reading of this genre and contributes to the development of reading skills. It is based on the bakthinian concept of discursive genre, the main characteristics of poem genre, and on the sociocognitive concept of reading. Thus, it provides the teacher with subsidies for the development of reading activities with poems, considering aspects of their socio-communicative, thematic and aesthetic dimensions and their verbal and nonverbal composition. It contributes to promoting a theoretically well-founded teaching job which is feasible in the classroom, with any poem a teacher might select.
publishDate 2017
dc.date.issued.fl_str_mv 2017
dc.date.accessioned.fl_str_mv 2019-09-12T16:57:09Z
dc.date.available.fl_str_mv 2019-09-12T16:57:09Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
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dc.identifier.uri.fl_str_mv http://repositorio.unitau.br/jspui/handle/20.500.11874/3093
dc.identifier.issn.none.fl_str_mv 2316-1795
dc.identifier.wos.none.fl_str_mv WOS:000411590700015
identifier_str_mv 2316-1795
WOS:000411590700015
url http://repositorio.unitau.br/jspui/handle/20.500.11874/3093
dc.language.iso.fl_str_mv por
language por
dc.relation.ispartof.none.fl_str_mv Dialogo Das Letras
dc.rights.driver.fl_str_mv Em verificação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Em verificação
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Univ Estado Rio Grande Norte
dc.publisher.country.fl_str_mv Brasil
publisher.none.fl_str_mv Univ Estado Rio Grande Norte
dc.source.pt_BR.fl_str_mv Web of Science
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNITAU
instname:Universidade de Taubaté (UNITAU)
instacron:UNITAU
instname_str Universidade de Taubaté (UNITAU)
instacron_str UNITAU
institution UNITAU
reponame_str Repositório Institucional da UNITAU
collection Repositório Institucional da UNITAU
repository.name.fl_str_mv Repositório Institucional da UNITAU - Universidade de Taubaté (UNITAU)
repository.mail.fl_str_mv
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