Flash poético: uma experiência de leitura e produção de haicais e fotografias na perspectiva do letramento literário

• Ano de defesa: 2016
• Autor(a) principal: Dantas, Walméria Oliveira
• Orientador(a): El Fahl, Alana de Oliveira Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Estudos Linguísticos
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Leitura e produção textual; Haicai; Fotografia; Letramento Literário
• Palavras-chave em Inglês: Reading and text production; Haiku; Photography; Literary literacy
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://localhost:8080/tede/handle/tede/500

The present master's thesis (PROFLETRAS) is based on the qualitative research, focusing on the action research, presents as a proposal of intervention a didactic work based on the discursive genres (BAKHTIN, 2003), according to National Curricular Parameters guidelines (BRASIL, 1997) , With activities of reading and production of haiku and photographs, that approach the teaching of the language from the theoretical orientation of study of the genres, within a proposal sociointeractionist of the language. It seeks to contribute to the promotion of literacy levels and literacy of a group of seventh-year primary school students. The data of the research were collected through participant observation concomitant to the notes in the researcher's logbook, videotapes, questionnaires and testimonials of the participants. This work searches in the vast literature on literacy (KLAIMAN, 2007, SOARES, 2002), literary literacy (COSSON, 2014), haiku (FRANCHETTI, 2014, GOGA, 1988; PAZ, 1999), photography (BARTHES, 1984; FLUSSER, 1985) and didactic sequence (DOLZS, NOVERRAZ and SCHNEUWLY, 2004), among others, find ways to enable the student to develop reading skills and language skills so necessary for the exercise of citizenship. The analysis of the data evidences the importance of teacher mediation in the formation of the student reader and shows that the Didactic Sequence can be an efficient methodology to assist teachers in the motivation of their students, with a view to the promotion of literary literacy.