Banca de DEFESA: ELIZABETE CARDOSO DO NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIZABETE CARDOSO DO NASCIMENTO
DATE: 30/06/2023
TIME: 14:00
LOCAL: Plataforma Google Meet
TITLE:

LITERARY LITERACY AND MAIS PAIC PROGRAM: A STUDY ABOUT THE DEVELOPMENT OF READERS IN A PUBLIC SCHOOL IN THE CITY OF CAPISTRANO, STATE OF CEARÁ, IN POST REMOTE LEARNING ERA

KEY WORDS:

Teaching of Literature; Literary literacy; MAIS PAIC; Development of
literary readers.

PAGES: 144
BIG AREA: Linguística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Comparada
SUMMARY:

This essay intends to do an investigation about how MAIS PAIC PROGRAM contributes for literary literacy in the final stage of the Ensino Fundamental in a public school in the city of Capistrano, in the state of Ceará, Brazil, considering the development of literary readers in post remote learning era. The study aims to analyze the axis Literature and reader development at MAIS PAIC PROGRAM, according to official documents that drive the teaching of literature in Basic Education, such as Base Nacional Comum Curricular and Parâmetros Curriculares Nacionais and to identify any challenges that learners have tackled in public schools in the city, the development of literary readers, during literary reading. From that basis, this essay proposes a didactic sequence related to literary reading, focusing on the development of a literary reader, promoting
literary literacy after the remote learning period with the reading cycle applied in MAIS PAIC. In order to understand the topic, it is necessary to consider the teaching of literature as a human right (CANDIDO, 2017), the literary reading during and after remote learning as a reading practice in a place of crisis
(PETIT, 2020) and the teaching of literature from basic didactic sequences for literary literacy (COSSON, 2020). The research also applies workshops inspired in basic sequence of Cosson (2020) for MAIS PAIC reading cycle, in a 9 th grade class of a city school in Capistrano. The results in this essay show that after the experienced challenges in remote learning, literature needs to be present in classroom, in order to promote the literary literacy and the development of literary readers using didactic sequences that allow students to perform interactive reading, becoming protagonists in their own learning process and, in addition, they might dialogue with one another and behold literature as a human right that school must grant.

COMMITTEE MEMBERS:
Presidente - 1515458 - MARTA APARECIDA GARCIA GONCALVES
Interna - ***.721.574-** - VALDENIDES CABRAL DE ARAÚJO DIAS - UFRN
Externo à Instituição - CLEUDENE DE OLIVEIRA ARAGÃO - UECE