Contribuições do isd para o ensino de leitura de gêneros literários na sala de aula do 9º ano do ensino fundamental

• Ano de defesa: 2018
• Autor(a) principal: Amorim, Aline Matos de
• Orientador(a): Leurquin, Eulália Vera Lúcia Fraga
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Leitura; Letramento literário; Sequência didática; Reading; Literary literacy
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/34025

This research focuses on the teaching of literary texts reading in Portuguese Language classes. The studies on classroom reading are commonly carried out in the area of Applied Linguistics. They often present results measured by means of large-scale assessments, such as the Sistema Permanente de Avaliação do Estado do Ceará – SPAECE, which presents unsatisfactory results. When it comes to reading literary genres, the concern is widened, in view of the elements that are implicated in literary literacy. As part of this literacy, it is the right of the student to have access to these genres and also to use linguistic strategies, in order to effectively understand what is read, achieving total proficiency in this process. As a contribution to the studies already carried out, such as Lajolo (1993), Leffa (1996), Silva (1996), and Amarilha (1996, 1997, 1998), this research has as main objective to improve the literary literacy of students in the 9th grade of Elementary School, through the stages of an interactive reading class. In order to fulfill this objective, this research provides opportunity to work with language skills, which are the action capacities and the linguistic-discursive capacities, as far as the enunciative level of textual analysis is concerned. As methodological construct, action research was used, since the researcher is also a teacher of the class under analysis. With a qualitative approach, results were constructed from the interaction amongst the subjects, who are historically and socially situated. This interaction was a consequence of the work with didactic sequences, a model established by Joaquim Dolz, Bernard Schneuwly, and Michèle Noverraz (2004), adapted in this study to work with reading, through the notes on Cicurel's interactive and communicative reading class (1991), revisited by De Leurquin (2015), through the sociopsicolinguistic conception of reading, exposed in Braggio's work (1992). As to the theoretical foundation, this research is anchored in Bronckart's theory of sociodiscursive interactionism (1999). The focus, therefore, is the investigation of how the enunciative mechanisms are in favor of understanding literary texts.