Releitura de contos de fadas: a retextualização como prática de produção textual

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Crislane Marques de
• Orientador(a): Aquino, Maria de Fátima de Souza
• Banca de defesa: Cavalcanti, Marineuma de Oliveira Costa , Martins, Iara Ferreira de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras - PROFLETRAS
• Departamento: Centro de Humanidades - CH
• País: Brasil
• Palavras-chave em Português: Ensino; Práticas de leitura; Práticas de escrita; Retextualização
• Palavras-chave em Inglês: Teaching; Reading and writing practice; Retextualization
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3066

This research has as object of study the re-reading and retextualization process of fairy tales, as didactic proposal for textual production activity. The overall objective is to apply meaningful reading and writing practices, in line with students' daily life, in order to promote a more autonomous and qualitative teaching. For this purpose, a focused instructional sequence to the skills and reading abilities will be applied in order to promote the production of written textual retelling of fairy tales. The research will be performed at a state school, situated inside of Paraiba, in a class with 15 students in the 9th grade in elementary school. Thus, it presents a qualitative approach and it will have as methodological strategy a didactic sequence, which involves retextualization activities in textual production process of a retelling of fairy tales. The theoretical basis that have supported this study are Dolz & Schneuwly (2004), about the teaching sequence and the importance of using textual genres like ”Mega tools” learning, Marcuschi (2010, 2002), Matencio (2002), Benfica (2013, 2012), Dell’Isola (2012, 2007) reinforce the study of genres and present the retextualization process as well as the presented theoretical approach in the PCN (BRAZIL/MEC 2001, 1998). So, reading and writing practices, often decontextualized, will have a significant bias in text production activities by using as theoretical and methodological tool, the retextualization process.