Experiências de leitura e escrita no Ensino Fundamental: a contribuição das narrativas literárias

• Ano de defesa: 2019
• Autor(a) principal: Souza, Bruna Francinett Barroso Faustino de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - PROFLETRAS NATAL
• Palavras-chave em Português: Ensino; Leitura; Escrita; Narrativa; Experiência; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/28750

Does the excessive exposure to more objective language texts and instant communication available in digital means exert any influence on writing productions of primary school students in the school environment? Does the access to reading experiences through literary narratives can favour the development of more complex abilities of reading and writing? Starting from these questions we developed a social research under the qualitative paradigm, according to Bortoni-Ricardo (2008) of interventional and interpretational natures. The methodological procedure used for the intervention is the realisation of reading and writing workshops from the literary narratives developed in the Municipal School Deputada Maria Do Céu Pereira Fernandes in the city of Goianinha/RN. The general aim of the research is to build meaningful experiences of literary reading, starting from the access to the author’s experiences of the texts that were read, aiming that by having what to say, the students can develop satisfactorily a subjective and creative writing. So, the specific goals are: I) diagnose the most recurrent practices of reading for the students and the impact of immediate communicative texts on social network in its narrative construction; ii) analyse the different ways of saying from the authors of the narratives that were read and their implications on meaning construction by the students; iii) promote writing productions of literary narratives valuing the experiences of the students. For this, we took as theoretical support the concept of dialogical language by Bakhtin (2004) and we adopted the conception of indissociability of reading and writing practices, as well as the distinction between essay and writing production according to Geraldi (2003; 2009; 2012; 2015). We started from the definition of strict reading regarding to the recuperation of interpretation clues on the text according to Riolfi et al. (2014), but also the definition of subjective reading according to the theoretical contributions of Rouxel, Langlade, Rezende (2013), aiming to arrive on the productions of literary narratives in accord with Dalvi, Resende e Rover-Faleiros et al. (2013) and we considered the necessity of spaces in the school to experience how that touches us, in accord with the notion of Larrosa (2017).