“Poesia que transforma”: a formação de leitores na perspectiva do letramento literário

• Ano de defesa: 2023
• Autor(a) principal: Batista, Eliane Correia de Souza
• Orientador(a): Costa, Maria Suely da
• Banca de defesa: Lins, Juarez Nóbrega , Dias, Valdenides Cabral de Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba; 23001011069P5
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH
• País: BR
• Palavras-chave em Português: Poesia de Cordel; Ensino; Formação do leitor; Letramento literário
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/76869

The research in question discusses literary literacy in the formation of the reader in the final years of Elementary School, more specifically in the 8th grade, through Cordel Literature, since it is perceived a distance and lack of interest on the part of students in contact with the literary reading in the classroom. In view of this, it was up to us to reflect on how literary reading can be carried out today, in view of the various technological innovations that greatly conquer the young public, in order to verify what differences it can effect in the lives of students and how to create strategies that enable literary literacy? Of a propositional nature, this research aims to develop skills in oral reading and critical analysis of poems from the perspective of literary literacy in the process of training readers. The literary corpus of the research consists of poems from the book “Poesia que transforma” by cordelist Bráulio Bessa. The methodology, as directed by Kleiman and based on Cosson's basic sequence for some proposed activities, was structured through workshops. The theoretical framework included studies by Cosson (2014, 2022), Kleiman (2016), Geraldi (2012), Koch and Elias (2018), Mugge and Saraiva (2006), Souza and Cosson (2008); Pinheiro (2018), Marinho and Pinheiro (2012), Bessa (2018), Nascimento (2020); Macedo (2021), Ferreira, Marques and Bulhões (2020), among others. It was concluded that the sentimental, realistic, critical, cultural and reflective character of the poems will enable stimulating readings for student-readers, leading them to observe the form and content of the poems and question themselves about what the poem exposes, building for new ways of seeing the world and themselves.