Banca de DEFESA: LIZÂNDRA MEDEIROS DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LIZÂNDRA MEDEIROS DOS SANTOS
DATE: 28/11/2019
TIME: 10:00
LOCAL: UFRN - Campus de Currais Novos
TITLE:

FROM READING OF MEMORIES TO RECORDING: A READING DIARY AS AN EVALUATION TOOL

KEY WORDS:

Reading. Literary literacy. Literary memory. Reading diaries.

PAGES: 151
BIG AREA: Linguística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

This work aims to investigate the effectiveness of literary literacy actions in the 8th grade of Elementary School II, from the use of a basic didactic sequence with the genre Literary Memories and Reading Diary, promoting, with students, situations of reading beyond the school walls. As specific objectives, we have: to analyze the application of the basic didactic sequence, with the genre Literary Memory, seeking to promote the contact of the student with the literary reading; interpret the development of literary reading practices, from the analysis of the intervention with study of Literary Memories and the use of the Reading Diary; and, perceive the development of students' reading practice, based on the records made in the Reading Diary. This research is based on issues relevant to our study, such as the concepts of Literary Literacy, anchoring us in the assumptions of Cosson (2014) and (2017), among other scholars and researches that reflect on this subject. As for the work with Literary Memories, we use award-winning memories at the 2016 Portuguese Language Olympics. Therefore, to corroborate what we discussed, we rely on the concept of Literary Memory as stated by Clara et al. (2010)). Regarding the use of the reading diary, this research is based on the postulates of Buzzo (2010) and Machado (1998). With regard to methodological aspects, this work consists of an action research that is based on the studies of Thiollent (1996); and because it is an intervention-based research, developed through a basic didactic sequence, we will bring to light what Cosson (2009) deals with. In the basic didactic sequence, we developed reading lessons from literary memories and requested reading journal entries. These served as an instrument for us to analyze the results of our action, which aimed to form critical readers. Thus, we can say that, although we did not receive as many diaries as we expected, the results achieved from our action are positive, since we realize that our students have taken a step towards criticality, reflection, and from then on, so that they have a new look at reading. We consider our intervention as an act of great importance to us and the students involved, considering that reading is not a school action, but for life.

BANKING MEMBERS:
Presidente - 2916579 - LUCELIO DANTAS DE AQUINO
Interna - 349683 - JOSILETE ALVES MOREIRA DE AZEVEDO
Interno - 1914095 - SEBASTIAO AUGUSTO RABELO
Externa à Instituição - MARIA EDILEUZA DA COSTA - UERN