A escrita literária e a Olimpíada de língua portuguesa escrevendo o futuro: memórias de uma professora

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Herkenhoff, Joana d'Arc Batista
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Tese
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal do Espírito Santo
BR
Doutorado em Letras
UFES
Programa de Pós-Graduação em Letras
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
82
Link de acesso: http://repositorio.ufes.br/handle/10/6878
Resumo: This thesis articulates Literature and Education to the theoretical reference of the Cultural History of Roger Chartier (representations, appropriations and practices) aiming to analyze the teaching of the literary writing in the final grades of the Elementary School, with theoretical contributions of Tauveron (2014) and Dalla-Bona (2012), Geraldi (2011), Calkins (1989), Vigotski (2009). It aims, specifically, to analyze the pedagogical proposal of the Teacher’s Notebook, of the official program Portuguese Language Olympiad Writing the Future (Olimpíada de Língua Portuguesa Escrevendo o Futuro), which guides the work with the writing of the textual gender “Literary memories”. The subjects of the research are 26 Portuguese Language teachers from the municipal teaching system of Serra (ES) participants of the continuous formation, identifying profiles from their literary reading and writing histories, initial formation and conceptions on literature and its teaching, by means of questionnaire and semi structured interview. Finally, it describes and analyzes the portfolio of a teacher, who records her planning and work with the gender Literary memories. It is concluded that: a) The gender, as the title announces, deals with contents and practices of the literary sphere. The discourse of the Olympiad, however, in an ambiguous game of incentive and restraint does not evidence the relation of the writings of the students with the writing of experienced writers, both understood in this thesis as “artistic intention writings” (TAUVERON, 2014), what I analyze as instrumentalization of literature, as pretext to the teaching of writing skills in general; b) The selection of literary texts privileges memories of European descendants, contributing to the construction of a memoirist representation that excludes the ancestral memory of the majority of the students of the public schools of Serra (ES), the African matrix memory; c) the appropriation of the pedagogical proposal of the notebook by the teacher cuts short the review stage, what makes one infer a conception of writing as product and not as process, nevertheless, invests in the motivation to the literary writing and in the publishing of the texts of the students, important strategies to development of “author behavior” (TAUVERON, 2014), valuing the work with the gender Literary memories as form of history knowledge and of the culture of the city to the creation of pertaining bonds.