Banca de QUALIFICAÇÃO: EWERTON ALIPIO SOUZA DE MACEDO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : EWERTON ALIPIO SOUZA DE MACEDO
DATE: 15/09/2025
TIME: 14:30
LOCAL: Remoto
TITLE:

CORDEL LITERATURE IN PORTUGUESE LANGUAGE TEACHING: DEVELOPING WRITING SKILLS IN YOUNG STUDENTS FROM RIO GRANDE DO NORTE IN ELEMENTARY SCHOOL

KEY WORDS:

Cordel Literature, Portuguese Language Teaching, Retextualization, Literacy, Action Research.

PAGES: 50
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

The objective of this research is to present cordel literature (Brazil's folk-popular poetry) as a tool for teaching Portuguese in elementary school, focusing on retextualization and collaborative writing among students from Rio Grande do Norte. This is a qualitative and bibliographical action research study conducted at the Desembargador Régulo Tinôco State School, a public institution in the city of Natal, capital of Rio Grande do Norte. The research aims to analyze the use of cordel literature as a pedagogical resource in native language content in elementary school, focusing on fostering collaborative writing practices, especially through retextualization activities. This preliminary text presents a literature review based on the cultural and linguistic repertoire present in romanceiro (ballad) and local songbooks, seeking to discuss the valorization of sociocultural identity and to assess whether writing practices that are pleasurable, meaningful, and formative are being encouraged. This section also draws on the theoretical foundations of Koch (2007), Oesterreicher (2007), Marcuschi (2010), Amorim (2008), and others. At the end of the text, proposals for subsequent chapters are presented, based on empirical data developed in the selected research field, integrating contemporary pedagogical practices suggested by contributions in the fields of applied linguistics and literary literacy in Brazil. The research will also be guided by the guidelines of the National Curriculum Parameters (PCNs) and the Common National Curriculum Base (BNCC), which emphasize the importance of educational practices that value sociocultural plurality, considering the correlational nature of oral and written language in formal and/or informal teaching and learning contexts.

COMMITTEE MEMBERS:
Interno - 1720830 - MARCELO DA SILVA AMORIM
Externa ao Programa - 2194174 - ANA GRACA CANAN - UFRNExterno ao Programa - 3471278 - RICARDO ALEXANDRE PEIXOTO BARBOSA - UFRN