Didactic sequence for reading poems as a contribution to the portuguese language teaching
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
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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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 |
status_str |
publishedVersion |
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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1813263155745259520 |