Literatura de cordel: outras vozes, outras culturas na escola

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Luciana Carina
• Outros Autores: [e-mail]
• Orientador(a): Pinto, Maria Isaura Rodrigues
• Banca de defesa: Pereira, Maria Betânia Almeida , Pitthan, Iran Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras, Mestrado Profissional em Rede Nacional (PROFLETRAS) - FFP
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Cordel; cultura; identidade; protagonismo; criatividade; leitura e escrita
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/18957

This research presents a teaching and active intervention proposal, developed for the professional languages master degree – PROFLETRAS – in 2018, with the students of an elementary school, located in Tanguá, a small town in the state of Rio de Janeiro. This proposal´s goal is to think about the complexity of teaching-learning activities. Working with the reading and writing of non-canonic texts, it promotes the students' protagonism, and their place as creators, praising their social and cultural references. With that in mind, it was necessary to value the classroom as a knowledge production locus, legitimizing and promoting the acceptance of cultural identity and the respect of diversity. Beyond the scholar knowledge, it was important to trigger students critical view about their realities, grounded on their own experiences, and to consider the identity formation process, which occurs over time, forming and transforming continuously, influenced by the cultural system. From the pedagogic perspective, this research deals with reading and writing, using the interdisciplinary and dialogic perspective, considered fundamental precept for the students to develop a wide and critical understanding of the literary phenomenon. The methodology used was a research-action with qualitative and explicative nature, using the methodologic/instrumental-Didactic Sequence- of Joaquim Dolz, Bernard Schneuwly e Michèle Noverraz (2004). It was considered the importance of enabling the expansion of reading of the literary gender called Cordel, working together with Rap, which resembles the cordelic structure and has an uncontested and pertinent presence among students. This report presents the analyzed and commented results of this intervention, materialized in students pictorial-literary productions, evidenced through the non-canonic Cordel texts, their literary proficiencies - with the mark of identity creative autonomy - and their wide analyses about their realities and times.