A importância do conflito para o desenvolvimento da narrativa: análise dos microcontos de Vera Duarte

• Ano de defesa: 2024
• Autor(a) principal: Soares, Marcos Antonio Ferreira
• Orientador(a): Lima, Norma Sueli Rosa
• Banca de defesa: Quelhas, Iza Terezinha Gonçalves , Maquêa, Vera Lúcia da Rocha
• 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: Microconto; Complicação; Narrativa; Literatura cabo-verdiana
• Palavras-chave em Inglês: Micro-story; Complication; Narrative; Cape verdean literature
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://www.bdtd.uerj.br/handle/1/22488

This research stems from concerns arising from my teaching experience, from attempts that, in a dichotomy of errors and successes, have permeated my pedagogical practice. It targeted 7th-grade students from the Marechal Pedro Cavalcanti Municipal School, located in the Paciência neighborhood of Rio de Janeiro. Its objective, through the analysis of micro-stories by Vera Duarte, was to stimulate comprehension and production that compose narrative focusing on the complication of the plot, also known as the generative conflict. It also sought to: a) identify the receptivity of students to texts dealing with Cape Verdean literature; b) analyze the oral narratives told by students; c) describe the elements that make up the narrative of the short story genre; d) interpret autonomously and collectively the implicit/explicit information contained in the text; e) infer about similar experiences within and outside the narrative; f) analyze positions contained in the narrative. Over the years, I have encountered the difficulty of my students in understanding/identifying the importance of complication for the development of the narrative and thought of strategies that could mitigate such difficulties. With this aim, the theoretical foundation was based on studies conducted by Magda Soares (2011), Marcuschi (2008), Koch and Elias (2011), Mortatti (2018), Bosi (1975), Zilberman (2009, 2018, 2012), Lima (2016, 2021, 2022), Cosson (2021), Negreiros (2017), Gotlib (2006), Cortázar (2008), Jolles (1930), Moisés (2018), among others, and specific laws dealing with the teaching of the theme of Afro-Brazilian and African history and culture in Elementary and High School. This research is also intended for Portuguese Language teachers who reflect on and question their practice, focusing on the learning of their students. For this purpose, the article "For whom do we research? Why do we write?" guided the methodology of this study.