Labafero: a diversidade cultural de Maruim no processo de leituração e escrituração através do cordel

• Ano de defesa: 2021
• Autor(a) principal: Santos, Elaine Cristina dos
• Orientador(a): Almeida, Laura Camila Braz de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Cultura; Folheto de cordel; Letramento
• Palavras-chave em Inglês: Culture; Cordel booklet; Literacy
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18224

The school action toward literacy has been the object of much research. Even so, school failure has prevailed in this regard. In other words, the acquisition of reading and writing skills by students is a challenge to be overcome by the school. Therefore, this report proposes to work with literacy anchored in the cultural diversity of the students' community and in the literary genre "folheto de cordel" (cordel booklet). The objective of this work is to produce a pedagogical notebook that seeks to subsidize teachers in their pedagogical actions regarding literacy based on the cultural context with 9th grade students. The practices suggested here will be based on the cordel booklet "As aventuras de Otto Sharamm - as cobras do gabinete de leitura de Maroim, by the writer Hefraim Andrade, from Sergipe, with which we intend to help teachers in reading strategies, comprehension and writing of text - popular poetry. It is believed that, provided with these skills, students will be able to obtain improvements in school performance and, working with the cordel genre, with recognition of their cultural identity. In this research the action research model of Tripp (2005) was adopted. The contributions of Solé (1998), Ferrarezi Jr. and Carvalho (2017) were essential to approach reading and writing; about cordel leaflet Roiphe (2011) and Abreu (1999) and about applied linguistics, there is collaboration of Antunes (2012) and Bortoni-Ricardo (2004). With respect to methodology, this project was structured along the lines of the qualitative research advocated by Lüdke and André (1986) and Almeida (2009) to deepen the approaches to the exposed theme. Through the theory and suggestion of activities proposed in this work, it can be concluded that the dialogue between local culture and literacy practices enables quality teaching.