Banca de QUALIFICAÇÃO: ALESSANDRA RIBEIRO DA FONSECA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALESSANDRA RIBEIRO DA FONSECA
DATE: 26/08/2026
TIME: 10:00
LOCAL: https://meet.google.com/mrr-kykx-yik
TITLE:

STORIES WELL-STOLD AND RETOLD: THE FOLKTALE AS SCAFFOLDING FOR READING AND LITERARY WRITING IN THE 6TH GRADE

KEY WORDS:

literary literacy; literature teaching; action research; folktale.

PAGES: 81
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research project aims to foster literary literacy among 6th-grade students at a municipal school in Resende, RJ. The study stems from the need to encourage literary reading and writing in the classroom, given a scenario where literary texts are often used merely as pretexts for teaching grammatical rules and lessons are limited to reading excerpts—practices that prevent students from fully experiencing the formative benefits of literature. Consideration was given to both the devaluation of literature as an autonomous subject in the curriculum and student disinterest, which is intensified by the indiscriminate use of digital devices. The general objective is to facilitate and expand literary literacy through a short-story reading and writing workshop, structured around a didactic circuit of shared writing and grounded in the theoretical perspectives of Cosson (2019, 2026) and the contributions of Kleiman (2005). Specific objectives include sparking a love for literary reading and writing, fostering student agency and critical thinking, valuing students; real-world knowledge, and establishing an aesthetic dialogue between text and reader. Methodologically, the study adopts a qualitative, interpretivist approach using action research—as outlined by Bortoni-Ricardo (2008) and Thiollent (2011)—with the researcher assuming the role of a teacher-researcher investigating her own pedagogical practice. Data collection will involve initial and final profile interviews conducted during discussion circles, field journal entries, student writing samples, and audiovisual recordings to analyze student engagement. The significance of this work lies in demonstrating how planned literary literacy fosters emancipation and human development. The study is theoretically grounded in the works of Candido (2011), Colomer (2003, 2007), Compagnon (2009), Dalvi (2023), and Gotlib (1985).

COMMITTEE MEMBERS:
Interna - 2327924 - LUIZA ALVES DE OLIVEIRA
Externo à Instituição - VICTOR RAMOS DA SILVA - UniSãoJosé
Presidente - 1582960 - WELLINGTON AUGUSTO DA SILVA