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Master's Dissertation
DOI
https://doi.org/10.11606/D.8.2020.tde-17072020-204528
Document
Author
Full name
Luciana Taraborelli
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Goldstein, Norma Seltzer (President)
Carvalho, Helba
Correa, Manoel Luiz Goncalves
Gebara, Ana Elvira Luciano
Title in Portuguese
Leitura e escrita de poemas no Ensino Fundamental: anos finais
Keywords in Portuguese
Leitura de poema
Letramento literário
Produção discente
Abstract in Portuguese
Muitos alunos do Ensino Fundamental - Anos Finais apresentam insuficiência na formação leitora, principalmente a do texto literário. Para a maioria deles, o contato com obras literárias é limitado ao ambiente escolar. Surpreende constatar que o gênero poético, em muitos casos, não recebe a merecida atenção nesse nível de ensino. Todas essas reflexões, resultaram nas perguntas desta pesquisa e neste trabalho no Mestrado Profissional em rede Nacional Profletras / USP. Foi elaborada uma proposta de atividades didáticas, denominada Oficinas de poemas, baseada na proposta de Dolz e Sheneuwly (2004), voltada à leitura e escrita de poemas. O ponto inicial foi inserir os alunos no universo da poesia para fortalecer o letramento literário e estimular o gosto pelo poema e, assim, inspirada em Candido (2004), garantir "O direito à literatura"; o ponto de chegada volta-se à produção de textos poéticos como meio de expressão. O poema é apresentado como um gênero textual numa perspectiva dialógica, segundo Bakhtin (1997); com a presença do discurso reportado, segundo Faraco (2009); em que prevalece a função poética da linguagem conforme aponta Jakobson (1969) e que permite a leitura em rede, além da sequencial proposta por Jolibert (1994), não devendo servir de pretexto para o ensino de regras gramaticais. Como resultado, será apresentada a análise de exemplos do corpus gerado pela aplicação das atividades didáticas que ilustram ser possível ampliar, de forma significativa, o letramento literário e, ainda, motivar a produção de textos do gênero. Compreendemos o aluno como sujeito agente, conforme postula Bazerman (2011) e como sujeito participativo/colaborativo dos letramentos culturais (ROJO, 2012). O coroamento do projeto foi a apresentação da produção escrita dos alunos num E-book. Desse modo, será ampliada a circulação dos poemas para toda a comunidade escolar e, possivelmente, para outros setores da sociedade, cada vez mais digital.
Title in English
Reading and writing poems in elementary school: final years
Keywords in English
Literary literacy
Poem reading
Student production
Abstract in English
Many elementary school students - final years have insufficient reading training, especially that of the literary text. For most of them, contact with literary works is limited to the school environment. It is surprising to see that the poetic genre, in many cases, does not receive the deserved attention at this level of education. All these reflections, resulted in the questions of this research and in this work in the Professional Master's degree in national network - Profletras / USP. A didactic activities proposal was elaborated, called Poetry workshops, based on the proposal of Dolz and Sheneuwly (2004), focused on the reading and writing of poems. The starting point was to insert students into the universe of poetry to strengthen literary literacy and stimulate a taste for the poem and, thus, inspired by Candido (2004), to guarantee "The right to literature"; the point of arrival turns to the production of poetic texts as a means of expression. The poem is presented as a textual genre in a dialogical perspective, according to Bakhtin (1997); with the presence of the reported speech, according to Faraco (2009); in which the poetic function of language prevails as pointed out by Jakobson (1969) and which allows reading in a network, in addition to the sequential proposed by Jolibert (1994), and should not be used as a pretext for teaching grammatical rules. As a result, it will be presented the analysis of examples of the corpus generated by the application of didactic activities that illustrate that it is possible to significantly expand literary literacy and, furthermore, motivate the production of texts of the genre. We understand the student as an agent subject, as postulated by Bazerman (2011) and as a participatory / collaborative subject of cultural literacies (ROJO, 2012). The crowning achievement of the project was the presentation of the students' written production in an E-book. In this way, the circulation of poems will be expanded to the entire school community and, possibly, to other sectors of society, increasingly digital.
 
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Publishing Date
2020-07-17
 
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