Literatura de cordel e o empoderamento feminino: uma proposta para o letramento literário em sala de aula

• Ano de defesa: 2021
• Autor(a) principal: Carmo, Liduína Maria do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Letramento literário; Literatura de cordel; Empoderamento feminino; Sequência didática; Caderno de atividades; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/34252

The present work is a proposal of pedagogical practice that has as its general objective to contribute to the promotion of literary literacy in a class of the 7th grade of elementary school in a city school in the city of Fortaleza, from the study of the string literature of female authorship. The proposal also seeks to assist in the critical training of students, providing them with conditions to express their subjectivities and their positions on the theme of female empowerment, through both oral and written. This theme arose from questions asked by the students themselves about the situation of women in our society from a discussion in the classroom about the Maria da Penha Law, initiated by reading a string. Motivated by this experience, we proposed the reading of strings produced by the cearense cordelista Ivonete Morais that deal with women's struggles and rights. This proposal is based on an expanded didactic sequence, a methodology systematized by Cosson (2007) in the work Literary Literacy, and has as main theoretical support Candido (2004), with O right to Literature, Marinho and Pinheiro (2012), with O cordel in everyday life school, Maxado (2012), with the work O que é cordel in popular literature, Holanda and Rinaré (2009), with Cordel create, rhyme and literate, Haurélio (2010), with Brief history of cordel literature, and Berth (2019 ), with Empowerment. In addition to reading and interpreting activities, we idealized the participation of students in a literary evening that the school promotes every year, which provides the opportunity to socialize the proposal with the entire school community. Finally, as an integral part of our work, we have also prepared an activity notebook for teachers interested in promoting literary literacy from the cordel. In terms of results, we hope that this work will contribute to the formation of critical, autonomous and participatory readers.