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Master's Dissertation
DOI
https://doi.org/10.11606/D.8.2020.tde-18082020-170338
Document
Author
Full name
Luciana de Paula
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Cunha, Maria Zilda da (President)
Carelli, Fabiana Buitor
Gallian, Dante Marcello Claramonte
Inacio, Emerson da Cruz
Title in Portuguese
Narrativas e (re)significações: uma via de humanização escolar
Keywords in Portuguese
Formação de Leitores
Humanização
Leitura Literária
Narrativa
Abstract in Portuguese
O presente estudo tenciona perseguir e adaptar uma específica via metodológica, o LabLei, para o trato com o texto artístico literário narrativo na sala de aula, lançando bases para uma tentativa de implementação de um movimento de humanização no ambiente escolar. Por uma perspectiva mais objetiva, tenciona-se alargar os horizontes humanísticos dos alunos envolvidos através da realização de uma intervenção pedagógica que, além de um mero exercício intelectual, promova uma possibilidade de reflexão através do texto não como objeto escolarizado, mas como objeto artístico, em torno de questões humanas em suas dimensões afetivas, intelectivas e volitivas, contribuindo para o autoconhecimento e o conhecimento do outro. Ao final de todo um percurso pedagógico e reflexivo, pôde-se constatar que o uso da leitura literária de textos narrativos é eficaz para o trato com a humanização em suas perspectivas relativas à significação e/ou simbolização, memória, empatia, fruição, abertura valorativa, empoderamento, legitimação, etc. Em termos gerais, o presente estudo trata da investigação e estabelecimento de uma via, dentre muitas outras, para o tão necessário movimento de humanização da instituição escolar.
Title in English
Narratives and (re)significations: a path to school humanization
Keywords in English
Humanization
Literary reading
Narrative
Reader Training
Abstract in English
This study intends to pursue and adapt a specific methodological approach, LabLei, to deal with the narrative literary artistic text in the classroom, laying the foundations for an attempt to implement a humanization movement in the school environment. From an objective perspective it is intended to broaden the humanistic horizons of the students involved through the realization of a pedagogical intervention that, besides a mere intellectual exercise, promotes a possibility of reflection through the text not as a schooled object, but as an artistic object, around human issues in their affective, intellectual and volitional dimensions, contributing to the self-knowledge and knowledge of the other. At the end of a pedagogical and reflective course, it was found that the use of literary reading of narrative texts is effective for dealing with humanization in its perspectives related to meaning and/or symbolization, memory, empathy, enjoyment, openness of value, empowerment, legitimation, etc. In general terms, this study deals with the investigation and establishment of a path, among many others, for the much needed humanization movement of the school institution.
 
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Publishing Date
2020-08-18
 
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