Banca de DEFESA: LILIAN NUNES DA SILVA LINHARES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LILIAN NUNES DA SILVA LINHARES
DATE: 26/07/2023
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

When the school is port, the process is crossing - the concept rhizome as a plural approach to literacy: from the classical text to the contemporary

KEY WORDS:

teaching of reading, literary and social literacy, rhizomatic literacy

PAGES: 141
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The opportunity of this propositional research is to present a literacy path that transits from the literary to the social and is based on the analogy of the branched structure of a rhizome, which can point to the multiple thematic perspectives existing in a literary work – be it classic or contemporary. The outline of the proposition has the general objective, therefore, to contribute to the improvement of reading proficiency through reading that assumes poetic and critical dimensions of its gesture. The proposal, aimed at students in the seventh year of Elementary School II, presents a pedagogical notebook, which lists activities through which the literacy path can be developed. Therefore, it was decided to start this trajectory through the short story: "How it all began: the story of Xerazad" - extracted from the work "The thousand and one nights", a classic of world literature - the short story is the starting point we point out to evaluate and think about themes that intersect, unfolded in contemporary texts, such as: the short film "Vida Maria" by Marcio Ramos, the short story "Vem ver o sunset" by Lygia Fagundes Telles and the songs "Coração calls for help" by Naiara Azevedo and "Maria da Penha" by Alcione. The aim is also, specifically, that the reader appreciate realities that are common and unusual to his own, since they confront themes offered by the classic tale with the reality of the modern world. It is expected that in this reading training challenge, the process of valuing the multiplicity of selected texts will favor the student's itinerary, adding criticality, diverse cultural knowledge, so that the texts can be read and understood. This proposition is based on the observation of the distance between what determines documents such as the Basic Guidelines Law (LDB) and the National Common Curricular Base (BNCC), which dialogue with the assumptions of Candido (2012), Colomer (2002), Jouve ( 2012 ), Street (2014), Silva (2019), Rojo (2009, 2012), Solé (1988) and the analysis of data released by institutions such as the International Student Assessment Program (PISA), Functional Illiteracy Indicator (INAF) on school performance, especially in reading and literacy. The methodology, therefore, aims to conduct a literacy journey that can narrow this gap. For this, it is based on the “Basic Sequence of Literacy” by Cosson (2009) and is based on the contributions of Deleuze; Guattari (2000) by proposing thematic developments that broaden literary and social perspectives, which enables the analysis of meanings and resignifications – fundamental to develop the reading power in the learner-reader.

COMMITTEE MEMBERS:
Externa à Instituição - ANÉLIA MONTECHIARI PIETRANI - UFRJ
Presidente - 304662 - MARIO CESAR NEWMAN DE QUEIROZ
Interna - 1629233 - MARLI HERMENEGILDA PEREIRA