Corpo a corpo com o texto literário: um espetáculo em muitos atos nas aulas de língua portuguesa

• Ano de defesa: 2018
• Autor(a) principal: Silva, Danielle Santana da
• Orientador(a): Novaes, Cláudio Cledson
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Profissional em Letras
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Letramento literário; Linguagem teatral; Corporeidade
• Palavras-chave em Inglês: Corporeidade; Theatrical language; Corporeity
• Área do conhecimento CNPq: LETRAS::LINGUA PORTUGUESA; LINGUISTICA, LETRAS E ARTES::LINGUISTICA; LETRAS::TEORIA LITERARIA
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/807

Observing the reading practices in the Portuguese Language classes, in Elementary School, the compressed space occupied by literature is perceptible. In most cases, the provision of literary reading is the responsibility of the textbook, which in turn provides adaptations of works, book summaries and extensive interpretive questions. There is little room for experiencing the literary through the appreciation of the word, the construction of the senses, the bodily energies that supplement this experience. It was thinking about the need to face "body to body" the text of literature in Portuguese Language classes that this work arose as a result of the application of a pedagogical action that sought strategies to strengthen the process of literary literacy in an 8th grade class, anchored by theater performance and the dramatic text Baile do Menino Deus, with a view to the enrichment of Portuguese language classes and the formation of the literary reader, capable of constructing meanings for himself and for the world in which he lives. Therefore, its main objectives were: to strengthen the links between literature and Portuguese language classes, articulating literary reading strategies, aiming at recognizing the aesthetic singularities of literary making and theatrical making; assisting in the process of formation of the reader, in the perspective of literary literacy, articulating critical reading, analysis and interpretation of the literary text in the light of elements of popular culture; to improve Portuguese language classes with the aid of theatrical language, given its intersemiotic character, recognizing it as a form of expression, communication and aesthetic translation of our culture. These objectives were, in turn, subsidized by the strategies of literary reading present in Letramento Literário: teoria e prática of Rildo Cosson (2014) and by the strategies of development of the language theater, coined by Viola Spolin (2015) in Jogos Teatrais na Sala de Aula.