A resenha literária audiovisual no booktube: análise de uma experiência com o Ensino Fundamental - anos finais

• Ano de defesa: 2018
• Autor(a) principal: Silvana Aparecida Batista e Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Resenha Audiovisual; Revolução em mim; Bem Incompressível; Letramento Literário; Márcia Kupstas; Interesses na leitura; Língua portuguesa Estudo e ensino; Professores de ensino fundamental Formação; Professores de português Formação; Ensino auxiliado por computador; Língua portuguesa Livros de leitura (Ensino de primeiro grau); Jovens Livros e leitura
• Link de acesso: http://hdl.handle.net/1843/LETR-B3DH2Z

The official documents, National Curricular Parameters (1998), the National Communal Curricular Base (2016) profess a mother tongue teaching from the languages socio-interactionist view, in other words, the use of the language. According to these document proposals, the student, by the end of the elementary School, must comprehend the reading in its different dimensions: the knowledge, the need and the pleasure of reading; also, be able to stand in front of what is being read in the texts. Thus, the literature presents itself like an essential element in the formation of good readers. Like this, the literary text must be a powerful ally, not just a teaching instrument, once this kind of text can transform the student into a competent reader and, consequently, insert him in the literate society, since reading and writing is a sine qua non condition for the legitimate social participation. In this research, the guiding question is which strategies the mother tongue teacher of elementary School Final Years can use to solve problems at the elaboration of the oral text in a formal communicative situation? This way, it was tried to combine literature, with the study of a work of the child-juvenile of a contemporary writer, retextualization and oral exposition with the intention of presenting strategies that can be used in the school for the study of literature reading. In addition, it is known that the literature is an incompressible good, according to Antonio Candido, one of the hallmarks of our research, sometimes still destined to a social elite, not coming, as it should, to the popular classes, a factor that instigated me, since the project has astarget public the students of the public schools. It is our wish to contribute to the encouragement of teaching reading literature by encouraging dialogues between reader and text with the aim of developing a taste for reading. As theoretical foundation of this study we based on authors like Cosson (2016), Candido (1995) defender of the humanizing character of literature as well as his teaching at school, and Castagnino (1969), Barthes (2004), among others that contributed fundamentally to a better comprehension of the importance of the teaching of literature at school; and Marcuschi (2013) that punctuates the teaching of textual genres and of retextualization as a practice that develops readings skills and of oral and writing production. For better comprehension and application of aspects of the literary literacy suggested by Rildo Cosson (2016), it was analyzed a work, a juvenile novel, Revolução em Mim (1990) by Marcia Kupstas. In addition, besides the literary workshop following the proposal of the expansive sequence, retextualization activities were developed as the abstract, the literary review, the video script. The activities were elaborated in order to facilitate the understanding of a literary work. In discussing the teaching proposal, analyzing the questionnaires and the activities perform.