Letramento literário e teatro na escola : ensino da literatura como rubrica sob a regência do professor

• Ano de defesa: 2015
• Autor(a) principal: Leão, Cleonice de Moraes Evangelista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Letras (Mestrado Profissional); Linguística, Letras e Artes; UFU
• Palavras-chave em Português: Literatura; Letramento literário; Sequência básica; Teatro; Literatura - Estudo e ensino; Teatro e literatura; Jogos teatrais; Literature; Literary literacy; Basic sequence; Theater; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/16757; https://doi.org/10.14393/ufu.di.2015.374

This research aims to contribute to the rescue the literature in school by the teacher\'s mediation in literary literacy events in the theater was the focus. Therefore, we developed and applied a didactic proposal with the genre theater, based on the literary literacy postulates. Thus, we apply the proposal in a class of 6th grade of elementary public school in the Rio Verde city. To achieve the proposed objectives, firstly, we did a bibliographic study for base theoretically our study, which allowed us to know more about the topic and wrote two theoretical chapters. Thus, we had an ethnographic research, based in the action research methodology using as information collection instruments: the start survey, the files, the conversation circles, the diaries of the participants, the field diary and audio recordings. We wrote our analysis chapter of the collected data, especially in students‟ reception on activities for us prepared and mediated, in order to promote the recovery of literature in the classroom. This information allowed us to see the complexity of our study. Thus, within the limits of this research, we can say that each activity proposed in the basic sequence (COSSON, 2012) achieved its goal: the motivation encouraged the piece reading; the introduction presented the reasons for the choice of the author and the book; reading the piece Pluft, o Fantasminha from Maria Clara Machado provided a subjective reading, contributed to the formation of taste by this art, and contributed to the formation of a community of readers. Concerning the reading intervals, we observed that: the first interval provided knowledge about the elements of theater; the second: the critical interference, the subjective reading and the formation of a community of readers; which is also observed in the third interval. Regarding written production, the objective to encourage creative writing has been reached. Our proposal with theater games has reached its goal partially; it was stopped because of the limited time. The trials and the public presentation, even with limited time, provided the reader\'s encounter with the book, the aesthetic experience, the consolidation of readers‟ community and youth leadership. From the analyzes, we can say that our work with the theater helped to rescue the literature in school.