Banca de DEFESA: SIMARA RIBEIRO GOMES DA CUNHA LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : SIMARA RIBEIRO GOMES DA CUNHA LIMA
DATA : 27/06/2018
HORA: 14:00
LOCAL: AUDITÓRIO C
TÍTULO:

Reading the book Chão dos Simples in the classroom:  laughter and regional tradition in the tales of Manoel Onofre Junior.

PALAVRAS-CHAVES:

TTeaching. Literature. Literacy. Onofre Júnior

PÁGINAS: 173
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
SUBÁREA: Literatura Brasileira
RESUMO:

The teaching of literaturehasbeenneglectedduring the lastdecades in Basic Education, mainly in publicschools.  For thisreason, and aware of the importance of the knowledgedisseminated in literarytexts in the construction of studentlearning as citizens, wechosetoteachliterature. Thus, the present work presents a proposal for intervention in the classroom, applied in the 8th grade  of the Municipal School Manoel João Barbosa, located in the rural area of the municipality of Logradouro in the state of Paraíba. The main objective of our workwas to develop the student reading skills through literary texts, with the focus on their critical-social and cultural transformation. For this reazon, we take the literary literacy for the aforementioned class through the application of reading tales that are part of  book, Chão dos Simples (2014) of Manoel Onofre Jr., having as its theme unit the laughter and residues of the regionalist tradition.Therefore, weinsert the literarytext in the classroom, motivating the student'sinterest in reading,besidesprovidingthemwithconditionsnecessary for the production of regionalist tales, fromtheirexperienceswith the storiesread.How it is about readingexperience in school, this study adopts the basic didactic sequence model, according to the systematization of Rildo Cosson (2014) in his book: Literary Literature: theory and practice, which comprises four phases: motivation, introduction, reading and interpretation.In addition to the rationale in Rildo Cosson's reflections, this work also had as theoretical contribution the thought Antonio Candido (1995), in his essay "The right to literature"; the critical systematization of Antoine Compagnon (2009), present in his work Literature for what?;the essay by Leyla Perrone-Moisés (1996), "Literature for All”, among others.The theoretical and critical systematizations of these authors served as a basis for reflection on the relevance and role of literature at school and in individuals' lives, be as an instrument of social criticism, in the formation of citizens, be in their intellectual and cultural formation.The results achieved by this research point to the importance of teaching literature in the classroom, the literary text being the source of this teaching. This methodology allowed the students the free access to reading as a form of self-recognition, as well as the construction of new knowledge. Allied to this, we observed that the students engaged in this intervention, increased reading and writing skills, thus proving an advance in the competence of literary readers.

MEMBROS DA BANCA:
Interno - 1299003 - DERIVALDO DOS SANTOS
Externo ao Programa - 1675070 - JOSE LUIZ FERREIRA
Externo à Instituição - CASSIA DE FATIMA MATOS DOS SANTOS - IFRN