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Master's Dissertation
DOI
https://doi.org/10.11606/D.8.2020.tde-16072020-143306
Document
Author
Full name
Marina Cristiane Archangelo
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Goldstein, Norma Seltzer (President)
Elias, Vanda Maria da Silva
Lima, Sandra Mara Moraes
Rezende, Neide Luzia de
Title in Portuguese
O conto maravilhoso de Colasanti: atividades de leitura e escrita em uma abordagem dialógica
Keywords in Portuguese
Conto maravilhoso
Leitura e Produção de Texto
Letramento literário e dialogismo
Marina Colasanti
Abstract in Portuguese
Michaelis (2019) define fome como "uma situação de escassez dos víveres; indigência, miséria, penúria, escassez de alimento, desejo ou necessidade urgente". Há uma grande e opressora 'fome' em nosso meio educacional: a falta de qualidade do ensino público e as dificuldades diárias refletem diretamente em limitações de nossa sociedade. O que falta? A própria fome. Fome de saber. Fome de ensinar. Fome de fazer. Fome de mudar. Fome de Ser. Nessa perspectiva, o trabalho aqui descrito parte da preocupação em ampliar o letramento de nossos alunos, despertando o interesse pelas leituras literárias e buscando aperfeiçoar a competência leitora e escritora dos estudantes, numa abordagem dialógica. O trabalho com o texto dentro das aulas de Língua Portuguesa é primordial. É a partir do empowerment throught literacy 'empoderamento' através do letramento defendido por Kleiman (2004)- que veremos de fato uma transformação de ordem social. A sequência de atividades que experimentamos em sala de aula, iniciou-se com leituras realizadas em uma sala de Sexto Ano do Ensino Fundamental - Anos Finais. Tivemos como base três contos maravilhosos da autora Marina Colasanti. O enredo inventivo e lúdico dos contos "Hora de Comer", "De nome Filhote" e "E eram tão pequenas", além de despertar o interesse dos jovens alunos, permitiu, também, estabelecer um paralelo entre os fatos reais e os fatos ficcionais presentes exclusivamente no universo literário. Após a leitura, ocorreu a produção textual pelos alunos, em duas versões, retomando as características do gênero estudado. Esperávamos que nossos alunos conseguissem apresentar em seus textos marcas de subjetividade e autoria, além da coerência e da coesão essenciais para um bom texto. Fundamentaram esta pesquisa BAKHTIN (2006), KLEIMAN (2004), MARCHUSCHI (2008), FRANCHI (2006), TODOROV (2010), entre outros. Observamos que, apesar de nem todos os alunos conseguirem produzir contos maravilhosos, muitos chegaram perto disso e criaram estruturas narrativas adequadas para sua série. Ademais, alguns textos apresentaram criatividade e potencial significativos.
Title in English
Colasanti's wonderful tale: reading and writing activities in a dialogical approach
Keywords in English
Literary literacy and dialogism
Marina Colasanti
Reading and Text Production
Wonderful tale
Abstract in English
Michaelis (2019) defines hunger as "a situation of food shortages; indigence, misery, poverty, shortage of food, urgent desire or need". There is a great and oppressive 'hunger' in our educational environment: the lack of quality in public education and the daily difficulties directly reflect on the limitations of our society. What is missing? Hunger itself. Hungry to know. Hungry to teach. Hungry to do. Hungry for change. Hungry to be. In this perspective, the work described here is part of the concern to expand the literacy of our students, awakening interest in literary readings and seeking to improve students' reading and writing skills, in a dialogical approach. Working with text within Portuguese language classes is paramount. It is from the empowerment throught literacy - 'empowerment' through the literacy advocated by Kleiman (2004) - that we will actually see a transformation of the social order. The sequence of activities that we experienced in the classroom, began with readings taken in a room of the Sixth Year of Elementary School - Final Years. We were based on three wonderful tales by the author Marina Colasanti. The inventive and playful plot of the tales "Hora de Comer", "Of the name Puppy" and "E were so small", besides arousing the interest of young students, also allowed to establish a parallel between the real facts and the fictional facts present exclusively in the literary universe. After reading, there was a textual production by the students, in two versions, resuming the characteristics of the studied genre. We hoped that our students would be able to present marks of subjectivity and authorship in their texts, in addition to the essential coherence and cohesion for a good text. This research was based on BAKHTIN (2006), KLEIMAN (2004), MARCHUSCHI (2008), FRANCHI (2006), TODOROV (2010), among others. We observed that, although not all students were able to produce wonderful tales, many came close to that and created narrative structures suitable for their grade. In addition, some texts showed significant creativity and potential.
 
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Publishing Date
2020-07-16
 
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