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LAÍS HELENA LEAL LOPES
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DESMISTIFICANDO ESTEREÓTIPOS, APONTANDO CAMINHOS: UMA PROPOSTA INTERVENTIVA PARA OS ANOS FINAIS DO ENSINO FUNDAMENTAL.
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Orientador : MARINEI ALMEIDA
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Data: 27/03/2024
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Mostrar Abstract
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This research addresses the theme of racism with a main focus on reading and writing work. It aims to improve reading and writing skills by raising racial issues, in particular the representation of black people and their identity aspects such as curly hair and skin color from the work Cabelo Ruim? A história de três meninas aprendendo a se aceitar (2007), by the author from Mato Grosso Neuza Baptista Pinto. It emphasizes the approximation of a new formulation of the concept of aesthetics, trying to demystify the stereotypes formed by the society in which black people and their characteristics are associated, such as bad and ugly, reporting black people as inferior, present in the discourse throughout history. The aim of this intervention is to work with literature from the perspective of subjective reading, valuing the student's subjective memory and cultural repertoire, their way of thinking and feeling the text, developing a sense of analysis, criticality, authorship and revision of the text itself. text. In its theoretical course, this project discusses the concepts of reading, literary literacy, literacy and literacy, ideological concepts that deal with stories of black people and theoretical discussion of Afro-Brazilian Literature. As a final product, resulting from the intervention in seventh grade classrooms at the Ministro João Alberto State School, the aim is to create a reading diary with notes and the path of writing proposed by the project.
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2
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LUCIANA SIANI DOS SANTOS DE ALMEIDA
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A LEITURA NA PERSPECTIVA DISCURSIVA:O uso do podcast em sala de aula
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Orientador : NILCE MARIA DA SILVA
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Data: 13/05/2024
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Mostrar Abstract
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This dissertation s an intervention proposal that will be developed with students in the 7th year of elementary school at Escola Miguel Barbosa, in the municipality of São José dos Quatro Marcos-MT, in the year 2023, and aims to work on the process of constitution, formulation and circulation of the podcast, in order to mobilize the podcast discursively to promote student authorship through reading and writing activities. The work is part of the Professional Master's Degree in Literature (PROFLETRAS), offered by the State University of Mato Grosso (UNEMAT), Cáceres-MT unit, and is based on the theoretical-methodological perspective of French-style Discourse Analysis (DA), started by Michel Pêcheux and brought to Brazil by Eni Orlandi. In the initial phase of the work, we will focus on the podcast and its specificities, research on the historicity of podcasts and selection of materials. For the second moment, our objective is to deepen the analysis of the podcast formulation process through reading the meaning effects of verbal and non-verbal. Later, we will work with reading and writing activities for the podcast, supported by AD notions, taking into account the specificities of this audio sound composition. In this stage, we will use paraphrasing exercises (different formulations of the same) and polysemy (different movements of meaning in the symbolic object), based on the rereading of podcasts and their different significant materialities. Our objective is to observe, through reading gestures carried out by students, from other materialities, how the different languages in circulation, and in operation, move meanings of paraphrase and polysemy in the effect of reinterpretation, as the meaning is produced differently in the different significant materialities at work in a text and the subject relates differently to the different reading/writing materialities. In the penultimate stage, audio sound language workshops, audio production, publishing, soundtrack will be produced. Students will research websites to define the slogan and vignette that they will use in creating podcasts and writing scripts, as well as circulating the podcast. Finally, they will be organized into two workshops: adjustments and additional guidelines, definition of the vignette, research on some platforms such as: Google Podcast and Spreaker Studio, as well as basic notions for preparing podcasts, name of the podcast and/or other elements and conference and publishing. We will put together a description of the episodes prepared by them, so that, through this materiality, the work can also be disseminated at school and to parents, through the school's Instagram, during school break times, through the school radio. Access to the final product of this project will be on the school's Instagram and, perhaps, on YouTube. We hope that the intervention work to be developed will enable students to move from the position of passive subjects to that of critical subjects (INDURSKY, 2016). Furthermore, that they are capable of positioning themselves in situations that require reflective and questioning attitudes about the stabilized order, by working with sound text, in this case, podcast, and the various significant materialities, as we believe that providing opportunities for reading and producing Texts with different symbolic materialities will make the classroom a place conducive to questioning the meanings stabilized in our society.
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3
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ELIETE OLIVEIRA DE SOUZA MARZOCHI
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Semeando palavras e práticas no ensino da leitura e da escrita com alunos do campo
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Data: 29/05/2024
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Mostrar Abstract
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The general objective of this project is to work on reading and writing texts of different significant materialities, using the perspective of Discourse Analysis. The aim is to provide students with a new meaning for these practices through current topics of interest to students, promoting "multiliteracy" and the practice of multiple forms of reading and writing. The specific objectives of the project are: 1) to build, with the participation of the students, a reading file composed of different materials on topics relevant to the students; 2) provide conditions for students to become subject authors in reading and writing texts in different material forms, according to the themes chosen by students and the teacher; 3) offer students instruments that allow them to understand that the production of argumentation is supported by the historicity and ideological formation of the subject. This project is justified by the importance of language in the production of meanings and in the ability to generalize and abstract from the outside world. The project aims to address students' difficulties in relation to reading, text interpretation and writing, especially in the post-pandemic context, in which students are even more disinterested and dispersed. The project also seeks to question the functioning of the school and the relationship between teachers and students, using Discourse Analysis as an approach that makes it possible to explain the effects of meaning present in the texts and in the historical-social context. The theoretical foundation of the project is based on the understanding that language is a social practice and that the subject and meaning are mutually constituted. Discourse Analysis is used as a theoretical-methodological perspective to reframe reading and writing at school. In addition, the project also addresses the production of images in texts, considering the relationship between different materialities and the importance of interpreting and assigning meanings to these multiple languages. The project seeks to develop in students the ability to argue based on reliable facts and information, promoting the formation of citizens capable of defending their points of view in an ethical and responsible manner. The National Common Curricular Base (BNCC) is referenced as a guide for the development of students' abilities. The final product of the project has not yet been defined, as it will be elaborated with the participation of the students, taking into account their interests and the topic researched. The objective is for students to recognize themselves as authors and see the school as an institution that allows and collaborates with their authorial expressions in the Portuguese language discipline.
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4
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ANNE GRACIELA FRANÇA CAMPOS
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O TRATAMENTO DA VARIAÇÃO LINGUÍSTICA NO ENSINO DA LÍNGUA PORTUGUESA NA PRODUÇÃO DO GÊNERO TEXTUAL PEÇA DE TEATRO: UMA PROPOSTA DE RESSIGNIFICAÇÃO DA HISTÓRIA DOS NORDESTINOS NO MUNICÍPIO DE NOVA OLÍMPIA – MT
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Orientador : JOSE LEONILDO LIMA
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Data: 05/06/2024
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This project presented to the Professional Master's Program - Profletras proposes the teaching of the Portuguese language through the development of writing in the textual genre of a theater play. From this purpose, the project proposes an investigation of the linguistic variations that circulate in the municipality of Nova Olímpia - MT, arising from the northeastern migration in the constitution of that city. Thus, the interventional work will be developed in phases that recognize the written production process and its materiality, with proposals for reading theatrical texts and analyzing the linguistic resources used in the composition of the genre. Also noteworthy is the development of a field research, through the interview genre to collect narratives from northeastern migrants. It is from this action that we will propose the development of writing in the theater play genre, using resources such as transcription, retextualization, in addition to the review and rewriting process. Concomitantly, this training course will make it possible to analyze the linguistic variations present in the community, in a perspective of re-signification of Northeasterners as constituents of the history of the city where they live. In this sense, the intention is for students to recognize themselves as subjects capable of producing authorship and giving new meaning to their language. This work is affiliated with the theory of Variationist Sociolinguistics, by Labov (1994), Alkmim (2001), Calvet (2002), Bortoni-Ricardo (2004) and Bagno (2015), in addition to the contributions of Textual Linguistics defended by Schneuwly and Dolz ( 2004), Antunes (2003), Koch (1997) and Marcuschi (2004), among other important theorists. The project proposes as a final product the publication of a digital book with the elaborated theater plays and the scenic presentation of one of them for the school community, being produced and dramatized by the students of the 9th year of Elementary Education, of E. E. Prof.ª Francisca de Souza Alencar.
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5
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HELENA NEVES DE ALMEIDA
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ACESSIBILIDADE: RESSIGNIFICANDO SENTIDOS NO ESPAÇO ESCOLAR
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Orientador : NILCE MARIA DA SILVA
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Data: 28/06/2024
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Mostrar Abstract
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In teaching, we often seek methodologies, theories, instruments that increase the level of (multi)literacies of students. With different objectives, teacher and student are always in search of meanings in order to improve the teaching-learning process. Based on our classes on dictionary processes in Brazil and on texts on lexicography, I will try to develop in this work some semantic-discursive aspects of the entry and the dictionary, taking as a starting point the statement by Eni P. Orlandi (2002) that that “the dictionary (...) presents itself as a vestige of our historical-social memory”. I will try to analyze, in different online dictionaries and historical contexts, the word “accessibility”, and its meaning relationship with the physical school space that these students are inserted, which apparently becomes interesting and capable of showing that “linguistic knowledge is a historical product, located in a time and space” (NUNES, 2002) and that, even more, “the use of the dictionary is made on the effect of a pre-constructed, as a 'reminder' of a reality already established and right” (ORLANDI, 2002). This study aims to analyze semantic-discursive aspects of the entry “accessibility”, based on the definitions offered by editions of some Online Dictionary of the Portuguese Language. This is a reflection on the meanings that circulate in the social imaginary about what access is, trying to identify whether these are, at least partially, contemplated in this teaching unit EMCEDMB- Escola Municipal Centro Educacional Dom Máximo Biennés. They will be developed through systematized intervention activities with the Articulação class, in the morning and afternoon of this school unit, emphasizing the relevance of studying the entry “accessibility”, in dictionaries and virtual encyclopedia, exploring its characteristics through experimentation with the structure of the entry, the synonymic and polysemic aspects of the terms in a dynamic and interactive way, encouraging the consultation of the dictionary and allowing an analogy with the school environment; contributing to the habit of reading, consulting entries, writing texts in a proficient and autonomous way
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6
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SIRLENE BATISTA DA COSTA SANTOS
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O PROCESSO DE NOMEAÇÃO-DESIGNAÇÃO DAS RUAS DE SÃO JOSÉ DO POVO – MT SOB AS ESPECIFICIDADES DA ANÁLISE DE DISCURSO E DA SEMÂNTICA DO ACONTECIMENTO: UMA PROPOSTA DE LEITURA E ESCRITA PARA O ENSINO FUNDAMENTAL
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Orientador : MARISTELA CURY SARIAN
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Data: 15/07/2024
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This work aims to redefine the practice of reading and writing production in the classroom, combined with the specificities of Michel Pêcheux and Eni Orlandi's Discourse Analysis in the midst of the Semantics of the Event approached by Eduardo Guimarães, from activities that enable students to understand the effects of meanings produced in relation to the naming-designation of streets in the urban space of São José do Povo – MT. This proposal was designed to be worked with the ninth year of elementary school, so that students reflect on aspects that permeate the history of the constitution of the municipality through the language bias. In this way, as the final product of this work, an activity book will be prepared that will serve as a theoretical-methodological basis for other Portuguese language teachers to mobilize the city as a symbolic object.
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7
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SIRLEI MARTINS DE MOURA HANSEN
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O ensino da pontuação sob a perspectiva da Análise de Discurso
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Orientador : ANA LARISSA DA SILVA BRASIL
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Data: 30/08/2024
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This work is an Intervention Project, developed within the scope of the Professional Master's Degree in Literature (PROFLETRAS), and developed with students in the 9th year of Elementary School, in the academic year 2022. The Project affiliated with Discourse Analysis (AD) of French line, instituted by Michel Pêcheux, in France, and Eni Orlandi and other researchers in the area, in Brazil, aimed to give a new meaning to the process of teaching the use of full stops, question marks, exclamations and ellipsis, in a discursive approach. To do so, it was necessary to return to the meanings of language, text, reading, writing, interpretation, core notions to the understanding that “[...] subjects and meanings can always be other.” (ORLANDI, 2020, p.35). The work was conducted in order to displace notions naturalized in educational practices, such as language understood as transparent, and meaning as univocal and controllable. The student was encouraged to be the author of his speeches (oral or written), understanding that reading, writing and punctuation are inseparable, because although it is a language of the order of incompleteness and subject to failures, the subject-author has the precision to write organized texts with a closing effect. Working with punctuation, from the perspective of AD, meant giving students a different experience on how these signs work, in everyday practices of reading, writing and rewriting text, other than memorizing grammatical rules. This means that we do not abolish the use of grammar or textbooks from our classes, but we also do not work on grammatical notions from a canonical perspective, considered as universal truth. We seek to highlight that these marked marks, taken as “discursive signs” by Grantham (2009, p.16), cannot be understood only as segmenting or limiting a phrase or period, but as a place for the production of meaning. The activities were carried out through conversation circles, debates, research, seminars, expository classes - practices in which the text was fundamental for meaningful learning. In doing so in the classroom, students saw that the text is not delimited, that it can be a sentence, a word, a sound, a color, an image, the important thing is that it means something. During the written productions, the focus was not on highlighting what was “wrong” or labeling the student's text as unacceptable, given the difficulties still encountered, regarding unity, cohesion and coherence, although all these dimensions are necessary to write it in an efficient manner. adequate. We seek to “listen” to meanings, encouraging and valuing their productions, providing them with the opportunity to shift from the role of subject-utterer to that of subject-author. As a final product, autobiographical texts were produced, based on the relationship of meaning with the punctuation mark that most signified his life trajectory. We can say that students had the opportunity to experience, through textual practices, that punctuation is necessary for textuality, but that meanings are not limited to it; that it is necessary to consider the production conditions and reading history of each person; that the language requires to be handled so that the reading and writing process can be constituted.
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8
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ELENILSON ODAIR DE MORAIS
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A poesia no cotidiano escolar: a formação de leitores críticos e sensíveis através da prática do haicai no Ensino Fundamental
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Orientador : EVERTON ALMEIDA BARBOSA
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Data: 05/10/2024
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This project aimed to examine how haiku can be used to stimulate interest in literature and how the study and practice of this poetic modality contributed to the reading and cultural formation of sixth-grade students at the Miguel Baracat State School, located in the Pirinéu neighborhood of Várzea Grande, MT. Bearing in mind that students at this stage of school have a certain resistance to literary texts, especially longer ones, the haiku, in this sense, given its brevity, would contribute to understanding the message more easily, and thus serve as a gateway to literature. We used, as theoretical reference, theorists who deal with reading and literature, such as Freire (2001), Martins (1983) and Bordini and Aguiar (1988). Similarly, with regard to haiku, the research is based on authors such as Goga (1988), Franchetti (1996) and Leminski (1983), among others. The work carried out highlighted the importance of adopting pedagogical practices that encourage students to play a leading role, while at the same time giving them greater autonomy to act and intervene in society.
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9
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GRACIELE ROSA DE JESUS
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LEITURA, ESCRITA E FORMAÇÃO DE LEITORES: EXPLORANDO OS ELEMENTOS DO COTIDIANO NA LITERATURA DE LÚCIA HIRATSUKA
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Orientador : SHIRLENE ROHR DE SOUZA
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Data: 13/12/2024
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This Professional Master's research in Letters (ProfLetras-Cáceres-MT), was carried out at the Sanária Silvéria de Souza Municipal School, with a 5th grade class of Elementary School I. Through the research, reading and writing experiences were developed based on literature, promoting the advancement of these skills, aiming, in addition to proficiency, literary formation and the constitution of an environment for sharing experiences, favorable to the teaching-learning process. For this purpose, seven works by the Brazilian writer Lúcia Hiratsuka were used, namely: Corrida dos Caracóis (2010), Antes da chuva (2011), Ladrão de Ovos (2011), Terra costurada com água (Land sewn with water) (2014), Histórias guardadas pelo rio (Stories kept by the river) (2018), A máquina de retrato (The portrait machine) (2020) and Amanhã (Tomorrow) (2022). The texts were used to work on reading and writing, addressing everyday experiences from different perspectives, since the works are characterized by the strong presence of elements that are part of the social and individual imagination of children. Considering the different themes of the works, the specific objectives of the research were: 1) to stimulate, through books, a taste for reading and an interest in literary texts; 2) to improve writing skills aimed at developing the student's authorship; 3) to provide meaningful experiences capable of awakening in the student the pleasure of reading and the art of writing; 4) to combine different artistic expressions to produce multimodal texts. The research is characterized as an action research developed in eight stages. Each stage consisted of reading a literary work and, to expand the meanings of the text, activities focused on research, orality and writing were developed. As a final product, the students created a book with all the textual productions made during the project. The research was justified by the fact that it was possible to see an ideal opportunity for the meaningful teaching of reading and writing in a classroom for the initial grades, skills that will accompany them throughout their school, academic and professional lives. The theoretical framework of the work is supported by the following authors: Mortimer Adler and Charles Van Doren (2010), Walter Benjamin (1994), Jorge Luis Borges (2011), Emilia Ferreiro and Ana Teberosky (2011), Norman Friedman (2002), Northrop Frye (2017), Ana Maria Machado (2002), Octavio Paz (1982), Isabel Solé (2014) among others.
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10
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ELIANE PEREIRA DA SILVA
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LÍNGUA PORTUGUESA E LITERATURA: INTERVENÇÕES EM PRÁTICAS DE LEITURA E DE ESCRITA A PARTIR DOS CONTOS DE MARINA COLASANTI EM SÉRIES FINAIS DO ENSINO FUNDAMENTAL
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Orientador : SHIRLENE ROHR DE SOUZA
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Data: 16/12/2024
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This research, developed within the scope of the Professional Master's Program in Literature (ProfLetras-Cáceres-MT), deals with reading and writing in their development processes, in two phases: a bibliographic review and an intervention phase, carried out with 7th grade elementary school students from the Deputado Dormevil Faria school, located in the city of Pontes e Lacerda-MT. The investigation is based on the premise that literature, in addition to the experience of enjoyment, constitutes a dialogical environment that produces knowledge and stimulates the fundamental acts of communication, reading and writing. Therefore, all the research work presented here assumes that literary reading is very significant for the formation of critical, creative and autonomous individuals; in addition, literature is capable of expanding the ability of reflection and individual or collective expression. The main objective of the examination is to deepen concepts related to reading and writing skills, promoting affirmative interventions in the classroom through literature. The research is qualitative, including readings of works, scientific articles and analyses; outlined by action research, the investigation also collected information on teaching practices, with thematic interventions and didactic sequences; the intervention stage was developed based on five short stories, a literary genre generally of short length: “Um espinho de Marfim”, “A moça tecelã”, “Além do bastidor”, “Para que ninguém a querer” and “Entre a Espada e a Rosa”, all by Marina Colasanti, present in the work entitled Mais de 100 histórias maravilhas (More than 100 wonderful stories) (2015); in all the selected narratives, the protagonists are women who need to make a decision and later face the consequences of their choices. The Dissertation presents the following structure: after the initial considerations, which present the structure of the Dissertation, the text continues contextualizing the city, the school and the class that participates in the intervention activities; next, the research deepens a conceptual discussion about reading and writing and the relationships that these processes have with literature; then, there is a description of the intervention, with indications of stages and results; Finally, the final considerations provide a retrospective look at the development of the research, with some conclusions. As theoretical references, we used: Antonio Candido (2006), Tereza Colomer (2003), Marisa Lajolo (1993), Emilia Ferrero (2011), Maria Helena Martins (2006), Paulo Freire (2011), Rildo Cosson (2006) and Isabel Solé (2014). The critical and theoretical results of the research justify its implementation, which provoked theoretical reflections and established direct relations not only with educational practices, but also with social life, in which pressures on women require schools to adopt a more attentive and critical stance.
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11
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ADLENE MOREIRA DOS SANTOS DINIZ
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LEITURA E ESCRITA DE FANFICTION: UMA EXPERIÊNCIA COM O 9º ANO DO ENSINO FUNDAMENTAL
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Orientador : MARIA JOSE LANDIVAR DE FIGUEIREDO BARBOSA
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Data: 17/12/2024
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This research project has as general objective to develop reading and writing skills in a significant way, with the students of the 9th year of class B, through multiliteracy, using the digital fanfiction genre, providing creativity, reading habit and creative writing in the State School Teacher Rafael Rueda, located on the outskirts of Cuiabá-MT. The specific objectives of the project are: 1) Create spaces for reading and written production through reading and writing workshops, providing the student with conditions to develop their capacity for authorship/autonomy. 2) Awaken the taste for reading, as well as realize the importance of this for the development of writing, the sense of analysis and criticality. 3) Provide learning spaces through multiliteracies in the virtual environment, such as the school's Instagram and websites: www.fanfiction.com.br, www.pixton.com.br, www.wattpad.com, https://fanfiction.com.br/, Fanfic.net (with application), spiritfanfiction.com, https://fanficobsession.com.br/, https://www.canva.com/ 4) Provide students with the use of technology as digital literacy practices, enabling the production of the digital fanfiction genre, stimulating creative writing, authorship and youth protagonism. This project is justified by the current situation of our country, that a good part of the young people present difficulties in reading and writing, in this way, it is clear the need to study and work with reading and writing practices. The work will be developed in six stages. When proposing to develop this intervention project, it is necessary to use scholars in the field of Linguistics, as well as Textual Linguistics, to achieve our objectives. In this sense, we thought of developing a project that will consist of literacy practices using the digital fanfiction genre with the theoretical contribution of Textual Linguistics, as well as the studies of Literacy(s) more specifically Digital Literacies. To collaborate with the understanding of the conceptions of reading and writing, the perspective of the authors Cagliari, Geraldi, Possenti and Soares will be presented, of literacy and digital literacy in the perspective of the authors Barton, Dudeney, Fonseca, Ferreira, Gavin, Hockly, Kleiman, Lee, Marcuschi, Pegrum, Rojo, Silva, Soares, among others.The product of the project will be the realization of a cultural evening at the school, open to the school community in which the students will present the Fanfics developed, the reading diary built, as well as the experiences lived during the project.
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12
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MARIA APARECIDA LEAL CAMPOS
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LEITURA LITERÁRIA A PARTIR DE NARRATIVAS DE TERROR
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Orientador : EVERTON ALMEIDA BARBOSA
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Data: 19/12/2024
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Mostrar Abstract
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Literary reading presents itself, among many benefits, as a proposal of fundamental importance for the formation and development of the reader. Work based on literature breaks the barriers of demotivation and lack of interest in reading/writing, and proposes possibilities for learning to read through art, imagination, enchantment, dialogue and the insertion of the student in the socialization of their experiences. Based on this foundation, this communication aims to present pedagogical intervention work, linked to the Professional Master's program in Literature (PROFLETRAS) at UNEMAT, Cáceres/MT campus, using horror narratives as a resource for reader training, for through oral and written stories, with the aim of promoting the development/expansion of students' autonomy and reading competence, based on their interest in the theme of horror. As activities, the students attended recorded horror stories told by narrators from the community: parents, grandparents and neighbors. These narratives were compared with written stories, in order to work on differences and similarities, drawing attention to the construction of narratives, so that the student develops greater awareness of the reading and writing process. Furthermore, it is important to reflect on the use of these practices within the family, with a willingness to value traditional culture and knowledge, using this as a tool to stimulate students' interest in studying and reading. The proposal was developed, consolidating the intertwining between orality, reading and writing as an interactive, participatory and dialogic space in the family, school and society. The results indicate that valuing the student's opinion, experience and cultural background are starting points to motivate them on the path to reading education. The contact promoted with family members generated unanimous engagement and commitment from the class, in all the proposed activities of producing oral narratives, writing and reading. During this process, we saw that at the beginning of any methodology, the student needs to feel capable and capable. From then on, it challenged itself to face its difficulties and limitations. As a theoretical reference, we used Walter Benjamin (1994), Iolanda Reyes (2012), Aguiar and Bordini (1988), Gasparotto and Menegassi (2015), among others.
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13
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KATIA DE OLIVEIRA PINTO
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A COR DA PELE E O ENSINO DE LITERATURA
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Orientador : EVERTON ALMEIDA BARBOSA
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Data: 20/12/2024
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Guided by Law 10,639/03, this interventional research aimed to promote the literary training of 8th grade students, using as support the text A cor da ternura, by writer Geni Guimarães, based on the theme of racial prejudice and the fight against it. Prejudice is an obstacle that has a destructive impact on human life, especially in the school environment, as in addition to negatively interfering with the student's interest in studies, and consequently in their development, it can generate personal difficulties for the individual for life. From this perspective, the desire to produce work with racism as its theme arose from the observation of recurring cases of pseudo-jokes of a derogatory nature regarding the skin color of people of African descent in the educational context. The line of research chosen was literary studies, as literary texts have the ability to awaken in the reader pleasure, taste, criticality, humanization, otherness and emotion, aspects that contribute to the formation of the student as a citizen. This fertile field also allows human beings to become aware of the ills present in society. To develop the didactic sequence of the intervention, a critical reading of the work A cor da ternura (1998), by writer Geni Guimarães was carried out. Then, work with oral narratives was proposed, the production of a cordel with the retelling of the book and the production of drawings. The activities enabled the development of students' reading language skills, at the same time they raised in them the perception of the importance of respect for the dignity of the human person, regardless of skin color, highlighting the importance of each of the language skills in different social space. The project was implemented with 8th year students – from Elementary School at the Escola Estadual Cívico Militar Senador Mário Motta, located in the city of Cáceres – MT. To achieve the intervention purpose, I sought support in theories from authors such as Antonio Candido de Mello e Souza (2011), Cidinha da Silva (2003), Delia Lerner (2002), Kabengele Munanga (2005), Marcia Abreu (1999), Nilma Lino Gomes (2017), Isabel Solé (2014), Rildo Cosson ( 2021), Vincent Jouve (2002), Walter Benjamin (1994) among other scholars, whose lines of thought were in line with the development of this research. It is important to mention that not all social ills can be resolved, but in some situations, as we consider to be the case in this research, school intervention work can, based on the development of literary reading, mobilize and guide the student to have a different stance towards conflicts of a racist nature.
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14
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SANDRA LÚCIA MARTINES RINO GIMENEZ
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GAMIFICAÇÃO NA FORMAÇÃO DO LEITOR LITERÁRIO: LEITURA DE NARRATIVAS DE AVENTURA NA OBRA“ALICE NO PAÍS DAS MARAVILHAS”
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Orientador : EVERTON ALMEIDA BARBOSA
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Data: 27/12/2024
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Mostrar Abstract
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Este trabajo de investigación tiene como objetivo desarrollar un recurso pedagógico utilizando la estrategia de la gamificación, con el fin de fomentar la formación del lector literario. El trabajo está vinculado al programa de Maestría Profesional en Letras (PROFLETRAS) de la UNEMAT, campus de Cáceres/MT. Se pretende crear un juego de mesa (analógico) para la lectura del libro Alicia en el País de las Maravillas. Para la creación del juego y el trabajo con la lectura del texto literario, se destacan los elementos de trama, personaje y espacio en las narrativas de aventura, definiendo la predicción como una estrategia de lectura a desarrollar. Con ello, se busca comprender cómo los elementos compositivos y la predicción pueden colaborar en el desarrollo de la lectura literaria mediante la gamificación. Los presupuestos teóricos que fundamentan la propuesta están basados en las teorías de Jouve (2002), quien sostiene que la lectura literaria se asemeja a un juego; Iser (1999), quien entiende que el autor y el lector participan en un juego de fantasía, y al ser la lectura un juego, produce placer; Barthes (2004), quien defiende que el lector es el atribuidor de significados y personaje de los textos leídos; Rouxel (2013), que promueve una lectura participativa del lector con su subjetividad; Freire (1989), que enfatiza que la lectura del mundo precede a la lectura de las palabras; Mortatti (1995), que destaca que el gusto por la lectura surge de la descubrimiento de leer, entre otros teóricos. Para los conceptos relacionados con la gamificación, se ha recurrido a las nociones de Alves (2015) y Fardo (2013a), Santaella (2018), así como a otros teóricos. La metodología se centró en la investigación bibliográfica, dado que es un trabajo de carácter propositivo. El trabajo parte del principio de que la lectura literaria posee aspectos característicos de un juego y, por lo tanto, considera el uso de la gamificación como una forma de preparación para la propia lectura literaria, despertando el interés del alumno y proporcionándole recursos para la abordaje del texto. La intención es que los aspectos seleccionados (trama, espacio, personaje y predicción) como contenido del juego, así como la propia forma de jugar, mejoren la conciencia del alumno en relación con la construcción del texto narrativo y su interpretación, así como despierten una nueva perspectiva para la lectura del texto literario y motiven al alumno a nuevas búsquedas y textos, de manera voluntaria.
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