A inventividade da palavra em Manoel de Barros: contribuições para o ensino do léxico

• Ano de defesa: 2024
• Autor(a) principal: Amaral, Marisa Fonseca de Queiroz
• 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: Ensino de Língua Portuguesa; Gênero Poema; Letramento Literário; Manoel de Barros; Léxico; Uso do dicionário; Portuguese Language Teaching; Poem Genre; Literary Literacy; Lexicon; Use of the dictionary; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; 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/123456789/42158; http://doi.org/10.14393/ufu.di.2024.259

This dissertation is the outcome of a study that sought to create a proposal for a teaching sequence utilizing the poetry genre, particularly focusing on the poems of Manoel de Barros, with the goal of fostering students' vocabulary expansion within a poetic framework, motivating the perception that words are sources of multiple meanings, which are revealed in their use, communication, and interaction with others through text. For that, the poems of the mentioned author were the support for the proposed activities. The specific objectives of the study are as follows: i) stimulating the pleasure of learning the Portuguese language through reading various poems; ii) sensitizing students in their relationships with themselves and others through the expression of feelings and opinions; iii) stimulating an investigative reading of the meanings produced by literary texts. iv) understanding words in their context of use; v) developing reading strategies that enable the interpretation of the connotative use of words; vi) expanding active vocabulary; encourage the use of the dictionary; vii) stimulating and sharpening criticality and creativity in the creation of a small poetic dictionary and, finally, viii) producing poetic texts. In this perspective, we developed a qualitative research and, in line with the assumptions of action research, based on Thiollent (1986) and Tripp (2005), with the 7th-grade students of a public school on the outskirts of Uberlândia. To achieve the proposed objectives, the following concepts were taken as reference: literary literacy, based on Cosson (2009); teaching of lexicon, according to Bezerra (2021), Biderman (2001), and Dias (2004); the concept of discursive genre from a Bakhtinian perspective (2011), and language teaching from Antunes (2009, 2012). To carry out the proposal, in the form of Pedagogical Workshops, we used the knowledge of Paviani and Fontana (2009). The results of the development of this research provided the students with the opportunity to participate in systematic practices of reading, verbal expression, and analysis of poems, contributing to the expansion of active vocabulary and bringing the students closer to literary texts. By paying attention to the specificities of the genre, the linguistic choices, and the different representations of the world present in the poems, they were also able to develop a more critical and profound understanding of literary language, enriching their vocabulary and perception of the different forms of expression and representation. Furthermore, the proposal of this dissertation comprises a supplementary notebook entitled "The Notebook of the Emptiness of Words: a teaching proposal" as a didactic-pedagogical resource for consultation to support the teaching practice of other Portuguese language teachers. We concluded that the created proposal was in line with our objectives and contributed significantly to the expansion of vocabulary, the development of reading comprehension, and textual production.