Corda Bamba, de Lygia Bojunga, uma proposta de letramento literário à luz da leitura subjetiva

• Ano de defesa: 2024
• Autor(a) principal: Silva, Lenice Canhestro da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: Formação do leitor literário; Leitura Subjetiva; Diário de Leitura; Escuta Literária; Lygia Bojunga Nunes; literature reader’s training; subjective reading; reading diary; literature listening; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; Nunes, Lygia Bojunga, 1932- - Crítica e interpretação; Letramento; Leitura - Desenvolvimento; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41689; http://doi.org/10.14393/ufu.di.2024.127

This thesis presents the results of a piece of action research conducted at a nineth grade class. The research aimed at literature reader’s training based on the work Corda Bamba by Lygia Bojunga. Activities of reading comprised subjective reading and literature listening. The methodology and Bojunga’s work were believed to contribute to the process of reading, highlighting personal experiences, feelings and reader’s individual perspectives. The study was conducted at a nineth grade class of Abner Afonso State School, in Patos de Minas (MG). Thus, it aimed at promoting literary literacy by means of subjective reading and a feeling of personal association with Bojunga’s literary work Corda Bamba. In this sense, associating reading with social practices may serve to create and keep a community of readers. Sush a school assignment makes it easy to think about social reality and contributes to the development of active and transformative individuals. Students were encouraged to keep a reading diary based on the Bojunga’s novel and intertextual references. There were also moments of reflection and talking circles about readings to improve students’ understanding, interest and partaking in the task. To this end, reflections were provided based on the theoretical framework, which comprised Bajour (2012), Chambers (2007), Cosson (2021), Jouve (2002, 2013), Rouxel (2012, 2013), Rouxel, Langlade and Rezende (2013), and Souza (2018, 2020), among other studies. The methodological approach comprised qualitative, descriptive research to the development of the action research according to Thiollent (1986, 2011).