Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
SILVA, Ana Valéria Ubaldo da
 |
| Orientador(a): |
LIMA, Rafael Bezerra de |
| Banca de defesa: |
LIMA, Rafael Bezerra de,
CORTEZ, Marcia Felix da Silva,
NASCIMENTO, Edna Porangaba do |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras (PROFLETRAS)
|
| Departamento: |
Unidade Acadêmica de Garanhuns
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8062
|
Resumo: |
Classroom reading and writing practices are sometimes seen by some students in public schools as arbitrary and tiring activities, rather than as an important practice that will serve a lifetime. This paper investigates the use of Cordel literature as an intervention pedagogical tool to motivate the students' reading and writing development. Through a simple and direct language, coupled with the sonority of rhyme, the Cordel allows a broad and interdisciplinary approach. Using the linguistic variety and the cultural elements with which the students of the popular class identify themselves, the use of the Cordel allows a pleasant and meaningful learning experience. Based on this explanation, this paper raises the following questions: what are the causes of students' lack of interest during reading and writing? And how can the teacher motivate them to develop interest in this learning? The research methodology used is action research. Data analysis emphasizes the qualitative method. This research has as object of study the teaching practices used by the teachers of Portuguese Language with students from two classes of the eighth grade of Elementary School II, Escola Mª Emília Cantarelli, in the city of Belém do São Francisco - PE. Theorists chosen to support this work are Antunes (2002,2003 and 2004), Bazerman (2005), Colomer (2007), Foucault (2010 and 2011), Freire (1996), Geraldi (1988 and 2012), Kato , Kleiman (1996), Koch (1989 and 2006), Passarelii (2012), Marcuschi (1999), Vygotsky (1999), Lajolo (2005), Zumthor, (2010) and others. Since they ratify the importance of the dynamism of the classes and the work with varied genres to make the classes attractive moments of learning. The results indicate that Cordel, due to its themes, language and Northeastern characteristics, linked to the expressiveness of the performance and using the new technologies, can motivate the participation of students in reading and writing practices. |
