Banca de DEFESA: FERNANDA NAYARA DA SILVA MENDONÇA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : FERNANDA NAYARA DA SILVA MENDONÇA
DATA : 28/07/2017
HORA: 14:30
LOCAL: Auditório E do CCHLA
TÍTULO:

Letramento literário: crônicas como instrumento de humanização do leitor

PALAVRAS-CHAVES:

Literary Literacy. Literacy Projects. Formation of the Reader

PÁGINAS: 48
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The social world is textually mediated (BARTON, 1993). As a result, reading and writing practices are always carried out through textual genres. It is through these that one can act socially. In contemporary education, however, there is still a practice of reading and writing only for the teacher to evaluate, circulating the students' texts only in the context of the classroom. With a view to a change in this way of working, we see, in this research, literacy projects as a necessary teaching device for a transformation in education. The object of study of this research are, therefore, the practices and events of literacy developed through a literary literacy project, focused on the production of chronicles whose objective is (1) to re-signify the practices of reading and writing in school by Literature, in order to form critical readers; (2) enhance the reading of chronicles as an instrument that enables the process of humanization of the reader; (3) create a didactic resource (book) for publication and dissemination in print. The research was developed at a municipal school in Guanduba, São Gonçalo do Amarante - RN, metropolitan region of Natal, by students of the fifth year of elementary school I. It has as theoretical background the contributions of studies on literacy (STRETT, 2012; KLEIMAN, 1995); Literary literacy (COSSON, 2007); (2002), and in the literature of the New Rhetoric (BAZERMAN, 2006; OLIVEIRA, 2010) and literacy projects (KLEIMAN, 2000, SANTOS, 2012, OLIVEIRA, TINOCO and SANTOS, 2011). Our methodological approach is the qualitative interpretive paradigm, with the critical ethnography bias (MOITA LOPES, 1993; THOMAS, 1993) that provides us with the mapping of students' reading and writing practices. The analysis of the data points to the strengthening potential of literary literacy in the face of the school-family articulation and the re-signification of reading and writing practices oriented in this perspective.

MEMBROS DA BANCA:
Externo à Instituição - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Externo ao Programa - 1688188 - MOISES ALBERTO CALLE AGUIRRE