Booktube: a resenha literária como estratégia para o letramento literário

• Ano de defesa: 2019
• Autor(a) principal: Verônica Vitória de Oliveira Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Letramento literário; Literatura; Booktube; Resenha literária; Literatura – Estudo e ensino; Letramento; Ensino auxiliado por computador; Tecnologia educacional
• Link de acesso: http://hdl.handle.net/1843/32944

ABSTRACT The present study presents a qualitative intervention research applied in 8th grade school in Pará de Minas, at the Escola Estadual Manoel Batista, with the objective of stimulating literary literacy by reading the genre story in Elementary School II, having the teacher as mediator and the internet as a channel of socialization of the lived experiences. The research emerged after observing the behavior of students who demonstrated to maintain the habit of reading literary books, in addition, it was noted that students usually have similar characteristics. In this research we sought an alternative that could facilitate the process of literary literacy with the use of technological tools close to the daily life of young people. Thus, a sequence of activities involving literary reading of stories, analysis and interpretation and sharing of the impressions through audiovisual reviews published in an internet video channel was developed. The expectation was that the students would experience a pleasant contact with literature, starting from a space with which they become familiar and that this material could be a possibility to help the teacher in other classes. For the theoretical fundation, the notes of COSSON (2006), which defines literary literacy and suggests alternatives to be used in the classroom; TODOROV (2009) and CÂNDIDO (1998) that discuss the need of literature and the humanizing power that it can exert in the life and social life of the reader; and SOARES (2011), which points out some shortcomings in the literary reading schooling process and the harm it can cause, SOARES (2000) and KLEIMAN (2002) that support the definition of literacy, among other names that contributed to a solid argumentation in for literary education. The sequence developed and applied in the referred classes is an adaptation of the basic sequence theory of literary literacy proposed by COSSON (2006), in which were created workshops in which the students participated in several activities with strategies to arouse the interest in the literary, having as a result the recording of videos with literary reviews. Considering that literary literacy is a process that must be built throughout the school process, it is considered that the expected result has been achieved, since the students involved were very excited and motivated in the work developed, providing that the literature classes were lighter and more consistent, because they really prioritized reading, which was sought from the beginning from the research, in an attempt to contribute to literary literacy.