Banca de DEFESA: MARIA DE FÁTIMA PEREIRA DE MORAIS
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : MARIA DE FÁTIMA PEREIRA DE MORAIS
DATA : 01/11/2016
HORA: 10:00
LOCAL: CAMPUS DE CURRAIS NOVOS
TÍTULO:
WINGS BOY - READING PROPOSAL IN CLASSROOMPALAVRAS-CHAVES:
literature, literary, literacy, school, reading strategies
PÁGINAS: 140
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Literatura Brasileira
RESUMO:
This academic work reflects on the school as the main body of literary literacy juvenile, emphasizing the teacher as an agent for the formation of readers of literary works. Also, it aims to expose a methodological alternative guided in understanding strategies reader proposals in three stages (before, during and after the reading). For this, we based Solé (1998), in line with the basic and expanded sequences presented by Cosson (2009), intending thus a significant learning for children and young readers. The qualitative methodological approach that guides this academic study's principle action research, an alternative research with a participatory style, whose main feature is the intervention. In this sense, we present a pedagogical mediation that will be proposed from the discursive reading The Wings Boy (1993), Homer man, in order to take part of the Potiguar Literature for the classroom. So understanding that reading is a way of building activity and interaction reader-text-author, the intervention proposed here is in the dialogical perspective of language and active responsive understanding Bakhtin (1990/2006). This text is composed of four chapters: The Introduction; Literature for children and youth in Brazil (historic route); The classroom as literary literacy space (the space of childhood narrative; The children and Youth Literature Reader) and Giving Wings to the Imagination (environmental description of intervention and teachers) and the didactic sequence project "taking flight with Boy Asa: a Proposal for a literary Enchantment "- and after, step by step, the steps experienced at school. All actions planned and conducted academic research that allowed the student a meaningful experience with the literature, for some the first when it comes to romance. As guidelines that guided this interventionist nature of research, we have the PCN elementary school and the theoretical framework set from the contributions of SOLÉ (1998), PENAC (1993), ZILBERMAN (2003), SOARES (2005), COSSON ( 2009), PCN (1997-2000), SOLÉ (1998), Candide (1995), BAKHITIN (1990-1996) Colomer (2007), among others.
MEMBROS DA BANCA:
Presidente - 1169325 - VALDENIDES CABRAL DE ARAUJO DIAS
Interno - 1914095 - SEBASTIAO AUGUSTO RABELO
Externo à Instituição - CRIGINA CIBELLE PEREIRA - UERN