Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Martins, Raquel
 |
| Orientador(a): |
Faria, Vivianne Fleury de
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| Banca de defesa: |
Faria, Vivianne Fleury de,
Silva, Célia Sebastiana,
Aurora Neta, Maria |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
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| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/13407
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Resumo: |
This research presents a proposal for training literary readers in Young Adult Education (EJA), based on reading fantastic stories by José J. Veiga. The short stories gathered to compose a didactic sequence, carried out with the 5th to 8th grade classes of a municipal public school, located in Goiânia, are set in rural spaces and small villages and portray, in an allegorical way, the human condition subjected to different types of oppression. The general objective that guides this study is, in addition to contributing to the process of forming the literary reader in EJA, to highlight the importance of literary reading in the teaching-learning process. In other words, it aims to collaborate with the process of training an autonomous, critical and reflective literary reader. The methodology defined for this work was action research (Thiollent, 2009). The theoretical contribution presents scholars in the areas of literature and education, such as Candido (2009, 2017), Zilberman (2009, 2012), Todorov (2007, 2009), Eco (2001), Andruetto (2017), Machado (2011), Petit (2009), Cosson (2021), Aguiar and Bordini (1988), Cortázar (2008), Gotlib (1990), Souza (1990), Freire (1987, 2020), Arroyo (2017), Libâneo e Silva (2020) and Saviani (2021), among others. As it is action research, an interpretative analysis was developed, based on the authors studied, of data collected in questionnaires, field diaries and student productions that contemplate the application of the didactic sequence. As a result of this pedagogical intervention, the educational product is presented in the form of an e-book, entitled “Literary reading notebook: José J. Veiga in EJA” and includes a presentation by the author, the short stories read, with a brief interpretation, suggestions for activities and, finally, some student reflections and productions. Its content was developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) at the Federal University of Goiás (UFG). |
