masterThesis
Processos dialógicos: um estudo comparativo entre Chapeuzinho Amarelo, Fita Verde no Cabelo e Chapeuzinho Vermelho e uma proposta de escrita de contos
Fecha
2016-03-21Registro en:
CARVALHO, Girlene dos Anjos Costa Xavier de. Processos dialógicos: um estudo comparativo entre Chapeuzinho Amarelo, Fita Verde no Cabelo e Chapeuzinho Vermelho e uma proposta de escrita de contos. 2016. 70f. Dissertação (Mestrado Profissional em Letras - Profletras/Nat) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2016.
Autor
Carvalho, Girlene dos Anjos Costa Xavier de
Resumen
This paper aims to draw up a Didactic Sequence that will be applied to the class of the 7th year, as well as
analysis of the teaching-learning process started from such application, and as a final product has the
production of short stories by students. The work will be divided into two complementary parts: one
devoted to theoretical reflection on the role of literature and about literature and teaching, and another
focused on the application of the literary text in class. Therefore, we will adopt a dialogical perspective in
order to establish a comparative study of the narrative poem Riding Hood Yellow, Chico Buarque de
Holanda, and the tales Green Ribbon in Hair, João Guimarães Rosa, and Little Red Riding Hood, the
Brothers Grimm. This study builds on the theoretical thinking of Compagnon (2009), this book in
Literature for what (2010); Todorov, in The danger in literature, also serving in the dialogical perspective
of language, according to Bakhtin (1981,1986,1990 and 2000) and Brait (2013). We seek to reflect on the
role of literature in the player's training and analyze the dialogic processes involving the comparative
study of the works in question. Therefore, we aim to show the different voices present in the analyzed
texts, considering that both Guimarães Rosa as Chico Buarque dialogue with the constituted tradition -
the Little Red Riding Hood, where all text is made up of other existing texts from the reading of the
works object of our study. For the purposes of literary texts in the classroom, the dialogic approach will
be adopted, according to the didactic sequence model proposed by Cherry (2005), present in their
literature teaching, and Cosson (2010), in literary literacy: a proposal for the classroom.