Banca de DEFESA: GLADYS GLAY LIMA DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GLADYS GLAY LIMA DE OLIVEIRA
DATE: 29/10/2025
TIME: 09:00
LOCAL: Remoto pelo Meet
TITLE:

READING LITERARY CHRONICLES IN ELEMENTARY EDUCATION: METAPHORS AS A PRACTICE OF MEANING-MAKING FOR SOCIAL AND POLITICAL REFLECTION – A CRITICAL TEACHING PROPOSAL FOR 8TH AND 9TH GRADE PUBLIC SCHOOL CLASSES

KEY WORDS:

Reading practice. Chronicle analysis. Metaphor.

PAGES: 120
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research analyzes the practice of reading literary chronicles with a focus on meaning-making through the metaphors present in these texts, emphasizing the formation of a politically and socially conscious reader within the context of the final years of elementary education. In this regard, we discuss the dialogic approach, as we understand that the act of reading occurs through the interaction between author, text, and reader, as well as through practices that support students in developing reading proficiency. Our theoretical framework includes Bakhtin (2011), Geraldi (2012), and Koch (2015), who provide support for text analysis; Cândido (1992; 2004), for reflections on the concept of the chronicle; Lakoff and Johnson (2002), regarding the concept of metaphor; Cosson (2020), in matters related to paradigms of literary education; and Michèle Petit (2009), in discussions about reading concepts. This is a qualitative and interpretative study, using action research as its methodological approach, based on Thiollent (2011), which focuses on social context situations with the aim of transforming them. The core question driving this research is how to teach meaning-making through the reading of literary chronicles in the final years of elementary school, taking into account various contexts beyond school boundaries. For the intervention, the proposal involves guided workshops presented in a pedagogical notebook, which serves as a key tool for bridging theory and practice in Portuguese Language teaching and contributes to ongoing research by other teacher-researchers. The overall objective is to promote reading practices through the analysis of metaphors in literary chronicles, aiming to broaden students’ understanding of social and cultural themes in the context of a pedagogical intervention grounded in action research. The specific objectives are: a) To encourage reading experiences through the analysis of metaphors in literary chronicles, promoting the interpretation of implicit meanings and the development of critical stances on the issues addressed; b) To investigate how the use of metaphors contributes to meaning-making and students’ critical positioning; c) To develop and implement reading practices using chronicles selected by the students themselves, considering their reading experiences and sociocultural contexts; d) To analyze the effects of linguistic-literary resources found in the chronicles, with emphasis on metaphorical markers and the meanings constructed by the students. Thus, this study seeks to show that valuing students’ reading experiences and allowing them to choose the chronicles can support the development of critical readers, capable of interpreting metaphors, constructing meaning, and forming judgments based on their sociocultural contexts. Finally, as a result of the research, students were able to attribute meaning to the metaphors present in the literary chronicles, although the occurrence of metaphors in their own analyzed texts was quite limited. Therefore, reading chronicles with an emphasis on metaphor proved to be an effective way to develop not only students’ reading proficiency but also their critical and reflective capacities regarding reality.

COMMITTEE MEMBERS:
Interno - 1055142 - FRANCISCO FABIO VIEIRA MARCOLINO
Interna - 1673309 - SULEMI FABIANO CAMPOS
Externo à Instituição - GEOVÁ BEZERRA GUIMARÃES - IFPB