A formação leitora dos alunos do ensino fundamental: as refabulações possíveis

• Ano de defesa: 2017
• Autor(a) principal: Bandeira, Maria do Socorro Marcelino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Literatura Infantil; Compreensão leitora; Refabulação; Proposta de Intervenção; Children's Literature; Reading comprehension; Rewriting of a fable; Intervention proposa; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9640

The research paper was developed within the scope of the Municipal School of Elementary Education Deputy Egídio Madruga linked to the Municipal Secretariat of Santa Rita. Its general objective was to analyze the reading practices and the productions of the fable text and to present a contribution to the formation of the reading competence of the students. As an activity, a Didactic Sequence was elaborated and applied with the purpose of diagnosing the difficulties of readings presented by the participants, one of the activities is centered in the process of rewriting a fable, through written production and/or with images. The discussions that permeated the activities of reading, of student production, started from the assumptions grounded, basically in: Koch and Elias, (2006); of the writers of fables Lobato, (1994); Fernandes, (2003), Schuler (2004). Before the application phase and experience of the Didactic Sequence, the participating students produced the text (Rewriting of a fable) whose production subsidized the analysis of the reading comprehension and the rewriting of a fable produced by the student in reference. The results obtained allowed to verify that the textual production - the rewriting of a fable by the students - was receptive, through the production, however, in some productions, there was a commitment of the reading comprehension. To overcome these difficulties presented by the students, we chose to carry out activities with didactic sequences using textual genres more frequently in the classroom.