POEMS AND YOUNG READERS: A PROPOSAL FOR THE CLASSROOM

dc.contributorInst Fed Educ Crencia & Tecnol Sao Paulo
dc.contributorUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2021-06-25T11:49:22Z
dc.date.accessioned2022-12-19T22:49:06Z
dc.date.available2021-06-25T11:49:22Z
dc.date.available2022-12-19T22:49:06Z
dc.date.created2021-06-25T11:49:22Z
dc.date.issued2020-09-01
dc.identifierHumanidades & Inovacao. Palmas-tocantins: Fundacao Univ Tocantins, v. 7, n. 22, p. 275-298, 2020.
dc.identifier2358-8322
dc.identifierhttp://hdl.handle.net/11449/209129
dc.identifierWOS:000610623800023
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5389726
dc.description.abstractIn this text there is a proposal for the practice of reading poems for the literary literacy of adolescents in the final years of elementary school. The goal is to share with basic education teachers and undergraduate students some possibilities of teaching reading to develop students' literary competence, valuing the multiplicity of meanings present in the poetic text - which is not always in the classroom. Through the practice of cumulative reading (COSSON, 2020) associated with reading strategies (GIROTTO; SOUZA, 2010), a reading suggestion is presented with the act of reading poems; with the student's response to the reading of poetic texts; and collaborative interpretation of texts. This activity is expected to contribute to reading practices at school and literary literacy for young people.
dc.languagepor
dc.publisherFundacao Univ Tocantins
dc.relationHumanidades & Inovacao
dc.sourceWeb of Science
dc.subjectLiterary literacy
dc.subjectPoems
dc.subjectCumulative reading
dc.subjectReading strategies
dc.titlePOEMS AND YOUNG READERS: A PROPOSAL FOR THE CLASSROOM
dc.typeArtículos de revistas


Este ítem pertenece a la siguiente institución