Banca de QUALIFICAÇÃO: FABÍOLA ADRIANA DE MACEDO BARROS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FABÍOLA ADRIANA DE MACEDO BARROS
DATE: 30/09/2022
TIME: 09:00
LOCAL: Virtual
TITLE:

READING AND WRITING: A PROPOSAL OF RETEXTUALIZATION FOR THE MEANINGS OF SILENCE IN VIDAS SECAS

KEY WORDS:

Vidas Secas, silence, meaning, comprehension, writing.

PAGES: 44
BIG AREA: Linguística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

This research presents a proposal of a text reading and understanding that contribute to form a citizen and critic reader, a contestant of social problems. We believe this approach consolidates itself directing students to share their knowledge about the reading of the text, motivating them in a way to become a proficient and competent text producer. In this perspective, we consider the students as constructors of meanings within a reader-reading interaction process, in a place where their abilities are valued, since understanding the meanings of a text not only broadens their knowledge of the world, but also makes them discover themselves as constructors of meanings and, as constructors, they can dialogue with the text, therefore giving birth to the coauthor figure. It is relevant to add that our research intends to work the language in its oral and written modality, detaching it from decontextualized grammatical rules, which is often the focus of the Portuguese language classes. We also draw students’ attention to the fact that the language is not self-encapsulated, since it is the use of language that sets it in constant movement and change. We deal with Graciliano Ramos’ book Vidas Secasas a lead wire in this research, considering the text firstly as short stories, as originally published, and only later put together as a novel. We start from the reading and understanding of the text, hoping to establish a bond between the reader and literary text. Thus, we intend to contribute to the reading, understanding, and writing process of elementary school students, since we have been noticing, especially in the past years, that most students from public school are increasingly facing more and more difficulties not only in the practice of reading but also in the production of written texts. Our proposal includes the retextualization, in the speaking-writing continuum, of the forms of silence as seen in the construction of dehumanized characters in the book. In this way, the literary text is the motivating support to grasping the meanings contained in the words, gestures, looks, and guttural sounds that encompass the characters’ barren lives. The understanding of these instances of silence will be the basis to rebuild the text toward the orality present in the students’ speaking context. Subsequently, after necessary comments are made, this oral production is wrought back to a more “refined” writing. Understanding and rephrasing these silent blanks not only rehumanizes Fabiano and his family, but also provides an opportunity for the reader to dialogue with the text.

This research presents a proposal of a text reading and understanding that contributes to form a citizen and critic reader, a contestant of social problems. We believe this approach consolidates itself directing students to share their knowledge about the reading of the text, motivating them in a way to become a proficient and competent text producer. In this perspective, we consider the students as constructors of meanings within a reader-reading interaction process, in a place where their abilities are valued, since understanding the meanings of a text not only broadens their knowledge of the world, but also makes them discover themselves as constructors of meanings and, as constructors, they can dialogue with the text, therefore giving birth to the coauthor figure. It is relevant to add that our research intends to work the language in its oral and written modality, detaching it from decontextualized grammatical rules, which is often the focus of the Portuguese language classes. We also draw students’ attention to the fact that the language is not self-encapsulated, since it is the use of language that sets it in constant movement and change. We deal with Graciliano Ramos’ book Vidas Secasas a lead wire in this research, considering the text firstly as short stories, as originally published, and only later put together as a novel. We start from the reading and understanding of the text, hoping to establish a bond between the reader and literary text. Thus, we intend to contribute to the reading, understanding, and writing process of elementary school students, since we have been noticing, especially in the past years, that most students from public school are increasingly facing more and more difficulties not only in the practice of reading but also in the production of written texts. Our proposal includes the retextualization, in the speaking-writing continuum, of the forms of silence as seen in the construction of dehumanized characters in the book. In this way, the literary text is the motivating support to grasping the meanings contained in the words, gestures, looks, and guttural sounds that encompass the characters’ barren lives. The understanding of these instances of silence will be the basis to rebuild the text toward the orality present in the students’ speaking context. Subsequently, after necessary comments are made, this oral production is wrought back to a more “refined” writing. Understanding and rephrasing these silent blanks not only rehumanizes Fabiano and his family, but also provides an opportunity for the reader to dialogue with the text.

COMMITTEE MEMBERS:
Presidente - 1720830 - MARCELO DA SILVA AMORIM
Interna - 1801855 - ALESSANDRA CASTILHO FERREIRA DA COSTA
Externa à Instituição - EVA CAROLINA DA CUNHA - UFPE