Heróis, mitos, interdiscursividade e práticas sociais : proposta para mediação de leitura na educação básica

• Ano de defesa: 2023
• Autor(a) principal: Santos, Maria Valdeci dos
• Orientador(a): Damaceno, Taysa Mércia dos Santos Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Linguagens e línguas; Ensino de leitura; Ensino fundamental; Compreensão na leitura; Filme cinematográfico; Letramento; Incentivo à leitura; Leitura; Estratégias de leitura; Personagens míticos; Interdiscursividade
• Palavras-chave em Inglês: Reading; Reading strategies; Interdiscursivity; Mithology
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18624

Reading and writing enlarge social interactions of individuals and enrich them culturally. Standard assessments such as PROVA BRASIL and PISA, which measure students’ proficiency, show that the average of reading understanding is literal, that there is little abstractions and tends to be restrict to short sentences. Developing reading and writing skills must be a priority at school. The practice of reading in the classroom proves to be insufficient or not stimulating enough to reach the necessary proficiency. Aware of this issue and how important is the effective use of the languages in the social actions, this paper focuses on the use of strategies and reading mediation with the aim of arising, first, the desire to read and thus building up reading skills and promoting curious readers capable to seeking their own readings.The research seeks to join films whose plot is based on mythical characters with texts from mythology. It intends to verify if this articulation (conection) will bring the students interest on other interdiscussive readings. The participating students are from the eighth grade of a public elementary school located in Aracaju SE. Action research methodology is applied supported by Solé (1998), Freire (1988), Koch and Elias (2009), Ferrarezi Jr. and Carvalho (2017), Kleiman (2016), Napolitano (2018).