Crônicas literárias humorísticas: contribuições no processo de letramento literário no ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Duarte, Vanuza Batista da Costa
• Orientador(a): Costa, Maria Suely da
• Banca de defesa: Silva, Rosângela Neres Araújo da , Santos, Cássia de Fátima Matos dos
• 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 em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Letramento; Leitura; Literatura; Crônica
• Palavras-chave em Inglês: Literacy; Reading; Literature; Chronicle
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75183

This dissertation aims to discuss the pedagogical use of the literary chronicle into the reader formation through the literary literacy approach in a 8th elementary school of the Municipal School Margarida Almeida dos Santos, located in the of Remígio, Paraíba. We have built on the hypothesis which humour literary chronicles conform to the teen-agers audience because those texts reflect their day-by-day dramas and comedies that pertain to their interests. The results of this research were achieved from the in-tervention of the researcher in applying two activity proposals, with emphasis on the literary text: the first, based on the basic sequence by Cosson (2014) and the second, on the receptional method by Bordini and Aguiar (1988). A research in the area of literature makes its relevance by considering the literary literacy as a form to hold an effective grasp to the reader, in the meaning which this one is not just able to read a literary text, but come near it through an aesthetical experience. It is an understading that reading attends to several objectives, for instance, pleasure, fruition and reflection. In this case, it is quite fundamental to center on the school´s literary practices, which is an institution that must promote literacy. In order to discuss the literature teaching in the Elementary School on the literary perspective approach we used as a theoretical framework studies by de Bordini e Aguiar (1988), Candido (1997), Iser (1999; 2001), Jauss (2001), Colomer (2007), Sá (2007), Soares (2007), Zilberman (2009), Cosson (2009;2011;2014a;2014b), Moisés (2012) among others.