O personagem Lampião na literatura de cordel : um caminho para o letramento literário

• Ano de defesa: 2019
• Autor(a) principal: Matos, Carmem Alessandra Cabral Mota
• Orientador(a): Santos, Jeane de Cássia Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Língua portuguesa; Letramento; Leitura; Literatura de cordel; Leitura literária
• Palavras-chave em Inglês: Cordel literature; Literary reading; Lamp
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/13037

The incentive to practice reading through work with the Cordel Literature, with the theme of the emblematic figure of "Lampião, the king of the cangaço" will be the guiding principle of this project. How to use tools Lampião: Hero or Bandit? by João Firmino Cabral, Lampião - things from cangaço - by Ronaldo Dória and Chapel from my childhood Part II by Leopoldo Moreira. This work aims to encourage literary reading and analyze the structure of the cordel, as well as the construction of the character Lampião in the author's view, leading the student to reconstruct the idea of this character. The string was chosen because it is a textual genre that carries in itself a rich production, and that, above all, is present in the historical-cultural context in which the student is inserted. In order to justify the discussions presented in this project, we will analyze them in the light of theoreticians such as ABREU (2006), TERRA (1983), COSSON (2016), LAJOLO (2002), PINHEIRO (2008), ROSENFELD (2011) others. The target audience for this project will be an 8th grade class from the Public School, located in the city of Capela - Sergipe. The project will consist of two stages. The first one is the theoretical production on the theme that will be developed through a bibliographical revision, having as a cut the foundation about the work with literary texts and the practice of reading. The second stage will consist of a workshop through a didactic sequence to be developed in said class. As a learning object a didactic proposal of literary reading and textual production was formulated from the worked cords.