Leitura de cordel: performance na declamação de folhetos infantis

• Ano de defesa: 2020
• Autor(a) principal: Teles, Rildo Vivaldo
• 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; Literatura de cordel; Literatura brasileira; Incentivo à leitura; Cordel.; Performance; Leitura
• Palavras-chave em Inglês: Reading
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/15655

The present production deals with the leaflets reading practice with appropriate themes to children’s universe. Cordel Literature is a promising genre for children expansion of the capacity for oral and written expression, enabling various ways of reading, like the individual silent mode one and/or the aloud reading to an audience of listeners. The pedagogical actions were developed at a small school in São João da Fortaleza district in Cicero Dantas municipality. The practical work in the classroom had as main objective the development of the student oral expressive performing skills, and consequently stimulate the Cordel reading. Pleasure the reading carried out by the 5th (fifth) grade elementary school students, took place through workshops divided into four parts, named, respectively: Presentation, contextualization, preparation and performance the practical. Way was directed towards the performatic and dynamic reading, from the declamation of the leaflet “Animals forró” by Antônio Barreto. During the workshops, there was gradual participation of students, involved in the playfulness of the poem, that it was possible by the body and voice use, when the rhythmic and performing reading of the cordel was made. As a result, an audiovisual material was developed for possible examinations and, aiming to provide other similar work, a pedagogical tutorial was produced as a teaching tool to be used by other teachers. The researching and practicing were theorical, methodologic and pedagogical supported by the studies of: Hans Robert Jauss (1979), Annie Rouxel (2014), Vicente Jouve (2014) Ana Maria de Oliveira Galvão (2010) Paul Zumthor (2014 e 1993), Edilene Matos (2007), Ana Cristina Marinho e Hélder Pinheiro Alves (2012).