Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Araújo, Evandro Rosa de
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| Orientador(a): |
Figueiredo, Francisco José Quaresma de
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| Banca de defesa: |
Figueiredo, Francisco Jose Quaresma De,
Sousa Filho, Sinval Martins De,
Silva, Rogerio Max Canedo,
Oliveira, Hélvio Frank De,
Carbonieri, Divanize |
| Tipo de documento: |
Tese
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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 Letras e Linguística (FL)
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| Departamento: |
Faculdade de Letras - FL (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/13437
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Resumo: |
The Main goal of this study is to verify how the use of the collaborative approach and the developments of the Aesthetics Reception can contribute to the teaching of English Language Literatures in a classroom context at the Federal University of Goiás by using short stories. The theoretical foundation of this study is the social constructivist theory, more specifically, the collaborative approach. It is also drawn upon unfolding reflections from the reader-response theory applied to the teaching of literature, which values diverse interpretations of artistic objects. Therefore, the intention was to observe possible contributions of collaboration that could foster a more in-depth and richer experience for students in reading English literature. To generate research data, we invited the professor of English Literature 1 and seventeen over 18- year-old students duly enrolled in the undergraduate English language teaching program at the Federal University of Goiás in the second semester of 2021. The following instruments were used to generate data: a) individual questionnaire to map the profile of the students participating in the research; b) interactions between the participants in class discussions, which were recorded and transcribed; c) written and oral activities done by the learners; d) interviews held throughout the data generation process, which were also transcribed; e) analysis of reflective diaries written by the professor and the students. The data analysis allows us to assert that, by taking part in collaborative activities in literature classes, students can make significant progress in reading and comprehending content. In working in groups or pairs, they have the opportunity to share ideas and discuss them with their classmates and explore different interpretations of the texts read. The participants’ final feedback on the collaborative approach indicates that they felt motivated to read the texts and that they were able to discuss their content with their classmates before their classes. In this sense, they engaged in the reception and interpretation of short stories; moreover, they did the activities assigned by their professor in a timely manner, thus reaching the educator’s objectives. |
