Letramento literário: crônicas e contos como instrumentos de humanização do leitor

• Ano de defesa: 2017
• Autor(a) principal: Mendonça, Fernanda Nayara da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM
• Palavras-chave em Português: Projetos de letramento; Letramento literário; Formação do leitor; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/26818

The social world is textually mediated (BARTON, 1993). As a result, reading and writing practices are always effective through textual genres. It is through these that one can act socially. In contemporary education, however, there is still a practice of reading and writing only for the teacher to evaluate, circulating the students' texts only in the context of the classroom. With a view to a change in this way of working, we see, in this research, literacy projects as an essential teaching device for a transformation in education. The object of study of this research is, therefore, the practices and the events of literacy developed through a project of literary literacy, focused on the formation of readers, whose objective is (1) to resignify the practices of reading and writing in the school through literature, so as to form critical readers; (2) enhancing the reading of chronicles as an instrument that enables the process of humanization of the reader; (3) create a didactic resource (book) for publication and dissemination in print. The research was developed at a municipal school in Guanduba, São Gonçalo do Amarante - RN, in the metropolitan region of Natal, with students from the fifth year of elementary school I. It has as theoretical background the contributions of studies on literacy (STRETT, 2012; KLEIMAN, 1995); literary literacy (COSSON, 2006); (2002) and the literature of the New Rhetoric (BAZERMAN, 2006) and literacy projects (KLEIMAN, 2000, SANTOS, 2012, OLIVEIRA, TINOCO and SANTOS, 2011). Our methodological approach is the qualitative paradigm interpretative, with the bias of critical ethnography (MOITA LOPES, 1993; THOMAS, 1993) that allows us to discuss the actions that enabled the habit of literary reading and the formation of the critical reader. The analysis of the data points to the strengthening potential of the literary literacy project and to the resignification of the reading and writing practices oriented in this perspective.