masterThesis
Experiências de leitura e escrita no Ensino Fundamental: a contribuição das narrativas literárias
Fecha
2019-12-12Registro en:
SOUZA, Bruna Francinett Barroso Faustino de. Experiências de leitura e escrita no Ensino Fundamental: a contribuição das narrativas literárias. 2019. 217f. Dissertação (Mestrado Profissional em Letras) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2019.
Autor
Souza, Bruna Francinett Barroso Faustino de
Resumen
Does the excessive exposure to more objective language texts and instant communication
available in digital means exert any influence on writing productions of primary school students
in the school environment? Does the access to reading experiences through literary narratives
can favour the development of more complex abilities of reading and writing? Starting from
these questions we developed a social research under the qualitative paradigm, according to
Bortoni-Ricardo (2008) of interventional and interpretational natures. The methodological
procedure used for the intervention is the realisation of reading and writing workshops from the
literary narratives developed in the Municipal School Deputada Maria Do Céu Pereira
Fernandes in the city of Goianinha/RN. The general aim of the research is to build meaningful
experiences of literary reading, starting from the access to the author’s experiences of the texts
that were read, aiming that by having what to say, the students can develop satisfactorily a
subjective and creative writing. So, the specific goals are: I) diagnose the most recurrent
practices of reading for the students and the impact of immediate communicative texts on social
network in its narrative construction; ii) analyse the different ways of saying from the authors
of the narratives that were read and their implications on meaning construction by the students;
iii) promote writing productions of literary narratives valuing the experiences of the students.
For this, we took as theoretical support the concept of dialogical language by Bakhtin (2004)
and we adopted the conception of indissociability of reading and writing practices, as well as
the distinction between essay and writing production according to Geraldi (2003; 2009; 2012;
2015). We started from the definition of strict reading regarding to the recuperation of
interpretation clues on the text according to Riolfi et al. (2014), but also the definition of
subjective reading according to the theoretical contributions of Rouxel, Langlade, Rezende
(2013), aiming to arrive on the productions of literary narratives in accord with Dalvi, Resende
e Rover-Faleiros et al. (2013) and we considered the necessity of spaces in the school to
experience how that touches us, in accord with the notion of Larrosa (2017).