Letramento literário: práticas de leitura do texto poético no 6º ano do ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Andrade, Márcia Marques
• 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 leitora; Letramento literário; Sequência didática; Reader training; Literary literacy; Following teaching; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; Letramento; Literatura - Estudo e ensino
• Link de acesso: https://repositorio.ufu.br/handle/123456789/33532; http://doi.org/10.14393/ufu.di.2021.526

Literary reading at school should make the student a more active reader, enabling him to reflect on issues relevant to the development of his reading training, taking as a starting point the observation and analysis of the multisignificant language of the text literary and, consequently, the construction of meanings of what he read. As a result, this work has as main objective to contribute to the promotion of literary literacy through reading practices of artistic text, especially poetic texts, organized in didactic sequences according to the assumptions of Cosson (2018). The specific objectives of this proposal aim to expand the repertoire of literary reading in the classroom through methodological proposals with the lyrical genre; stimulating proficiency in understanding and producing texts; and the provision of theoretical assumptions to teachers who work in the 6th year of Elementary School, specifically, in the discipline of Portuguese Language. The purpose of this research is to foster literary literacy and contribute to students' reading training