Caderno de leitura literária para a EJA : uma proposta étnico-racial

• Ano de defesa: 2015
• Autor(a) principal: Nascimento, Deise Santos do
• Orientador(a): Gomes, Carlos Magno Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• País: Brasil
• Palavras-chave em Português: Educação de Jovens e Adultos (EJA); Ensino; Formação do leitor; TDIC; Abordagem afro-brasileira; Arte e literatura; Leitores; Reação crítica; Cultura afro-brasileira; Educação do adolescente; Educação de adultos; Leitura
• Palavras-chave em Inglês: Adult education; Education; Reader’s formation; African-Brazilian approach
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/6449

This Professional Master of Arts (PROFLETRAS) conclusion work, aims to present considerations about an intervention activity carried out with elementary school II students, of a public state school in the city of Laranjeiras, which provided them literary workshops for the formation of critical readers. The implementation of workshops, generated into a Literary Workshop Book. On that occasion, the material initiates a cultural approaching to reading for literary texts, from the ethnic and racial issues, by applying an interdisciplinary and intertextual activity, which prioritizes the reader's world knowledge, combined with the memory formation literary. The workshops bring a critical reflection that values the belonging to the african-Brazilian culture, providing the participation of readers as co-authors of the literary text as the theories on the reader; based on what discourse Umberto Eco in Lector in Fable, Luiz Costa Lima in his book,‖ Reading and the player‖ Robson Tinoco with ― Real player and reception theory‖, so from that dialogical, meaningful and semiotic process, there was a engaged reception of the text on the question of identity and recognition of the history and african-Brazilian culture. So, he worked - with the class the book ―The Cortiço‖ of Aluísio Azevedo, in order to verify how the European, racist and prejudiced view of our society, related to the stereotypes attributed to black and mulatto women and the condition of the black, is addressed in the literature. Therefore, to support this research and thus achieve the desired goals, we use a theoretical framework guided mainly on issues of processes of literary reading, revised Annie Rouxel and Maria de Fátima B. Cruz, and the analysis of the black in Brazilian literature by Eduardo Duarte’s vision, among others. In addiction, for the methodological basis of the Workshop, we brought mainly CROSS humanizing proposal of Ideas (2012), to treat the text in an interdisciplinary way, since that the author proposes a work from the personal and psychological aspects of the reader, and to the enhancement of the cultural repertoire that practicing the act of reading. We also use aspects of cultural intertextuality of Carlos Gomes, who believes that the cultural practice of reading can be performed across a heterogeneous approach, seen in the literary text. Anyway, for the text of the reception issues, we make use of recepcional method ideas of Maria Bordini and Vera Aguiar and considerations about the pedagogical mediation handled by Digital Technologies of use of Communication and Information (DTCI).