Leitura da crônica de Rubem Braga como uma proposta didática de gênero textual

• Ano de defesa: 2020
• Autor(a) principal: Coelho, Kelly Cristina de Oliveira Passos
• Orientador(a): Silva, José Ricardo Carvalho da
• 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; Crônicas brasileiras; Leitura; Crônica; Interacionismo sociodiscursivo
• Palavras-chave em Inglês: Reading; Chronic; Sociodiscursive interactionism
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/15783

This study comes from the premise that it is imperative that the teaching of reading is linked to the interaction model focused on the author-text-reader relationship as a proposal for the process of understanding and the text interpretation. We aim to describe and analyze procedures of interaction with the chronic gender in a didactic situation. The chronic genre has as its starting point the events of day-to-day life linked to social, historical, political and cultural facts included the intersubjective look of the agent who has his own view of reality and writes the text. In order to examine procedures for analyzis of the textual architecture and understanding the context of production, we followed the gestures of interpretation of the thematic contents represented by the agent who writes a chronicle and the construction of representation carried out by the reader in training. In this matter, we constructed a reading proposal, observing the importance of the set of representations elaborated from the conditions of the text production and the mastery of language skills, according to Dolz and Schneuwly (2004). Reading activities were developed and promoted the trigger of students' prior knowledge, identification of the communicative purpose of the text, recognition of the intertextual movement, as well as analysis of expressive uses of the language and textualization processes intended at producing speeches understood in a given communicative situation. The study describes expanding procedures for chronic reading skills that explore linguistic and discursive reflections supported by the theoretical framework of the SDI (Sociodiscursive Interactionism), defended by Bronckart (2007), considering the reading strategies suggested by Solé (2012) - the expansion of the gender concept proposed by de Bakhtin (1992); the use of the didactic sequence model proposed by Dolz, Noverraz and Schneuwly (2004) and the insertion of Eulália Leurquin's (2014) interactive reading proposal. From an action research, based on Thiollent (2011), we developed a teaching intervention in a class of the ninth year of elementary school II at a municipal public school, located in Novo Triunfo / BA. Therefore, this work used four reflective chronicles by the author Rubem Braga on Ai de ti Copacabana, published in 2008, for the construction of a didactic object - pedagogical reading notebook - that can assist as support in Portuguese language classes.