http://bdtd.uftm.edu.br/handle/tede/403 Fri, 01 May 2026 13:55:51 GMT 2026-05-01T13:55:51Z http://bdtd.uftm.edu.br/handle/123456789/2070 Título: A adaptação do auto da compadecida e o gênero drama no ensino de literatura nas aulas de língua portuguesa Abstract: This dissertation shows a research that approaches the relevance of reading literary texts, as well as the use of audiovisual adaptations, for the formation of the reader and development of the reading habit. Moreover, it proposes reflections on the need to provide, in Basic Education, access to literary text and reading practices that can awaken aesthetic enjoyment and the proposition of meaning for the texts read, therefore, the main objective of the research is to think about skills that permeate students' contact with literary constructions. Therefore, it is based on the idea that the practice of reading involves interaction with the other, as well as the formation of the individual and his/her worldviews. In view of the influence of literature in the audiovisual arts, we directed our research to the use of television adaptation as a possibility of reading and approaching the specificities of literary language with television, thus contributing to the formation of new readers. We selected for the corpus the work Auto da Compadecida by Ariano Suassuna and its adaptation in a micro series divided into four chapters. For the development of the research, our theoretical foundation is based on some scholars in the field of literary reading such as Candido (2000), Perrone-Moisés (1998) and Zilberman (1998), of reading and mediation like Petit (2010) and from literary adaptation like Xavier (2003), Guimarães (1995) and Nagamini (2004), as well as official documents, mainly the National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCN). The intervention plan proposes a notebook of activities aimed at reading the television adaptation and the literary text, thus ensuring literature and audiovisual art as a right for all and as an essentials objects for the formation of the reader. However, due to the Covid-19 pandemic, few students were available for online activities, so it was not possible to apply the activities from the plan, so we prepared the activity book for teachers to adapt to their elementary school classes. We hope that, with the activities, students will develop a new look at the literary book and will finally be able to choose other works and read alone, as well as, when watching an adaptation whether televised or cinematic, recognizing the qualities and specificities of its language. Tipo: Dissertação Thu, 24 Jun 2021 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2070 2021-06-24T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2049 Título: A contemporaneidade e a leitura dos textos literários no Ensino Fundamental II Abstract: Aligned with a new reality, in which the digital world, more than ever, has become the main tool of social interaction, it is essential to recognize that literary literacy practices need to be rethought so that they can better dialogue with generations digital natives. Although the most recent research signals an increased interest in reading, in a preliminary analysis, we realize that students, when selecting freely, opt for shallow texts, bestsellers with ready-made formulas, quick and easy in which the formulation of hypotheses is not necessary. Thus, it is increasingly necessary to develop strategies to provoke the reader through the notion of strangeness, taking him out of the mental lethargy in which he finds himself, through the enriched vision of reality provided by this incredible universe. In view of this scenario, the proposal of our study is, through action research, analyzed from a qualitative bias, to present an intervention project developed in order to follow the process of literary literacy in classes of the final years of elementary school of a public school of Uberaba-MG, better understanding the relationship/process of students with reading today, aiming at the development/improvement of some basic skills, recognized as valuable instruments in the acquisition of knowledge. It is expected to arouse interest in classical literary reading by relating literary texts and contemporary cultural entertainment products, such as films, games, and social networks, thus seeking the integration of technology and the process of literary literacy to expand the student's cultural repertoire. Our study is based on the theories of aesthetic effect and reception proposed by Iser and Jauss, as well as on the official documents (National Curriculum Base - BNCC), which guide Basic Education in our country. In addition, we seek support from several researchers about the literary theory applied to reception, such as Chartier, Calvino, Cosson, Zilberman, Lajolo, Resina, Reimão, Zappone, among others, no less important. We hope that the path trodden will be an inspiration for the improvement of our pedagogical practices with a view to expanding the reading skills of our students, providing the formation of a reading community capable of delight in all the pain and joy that only literature can provide. Tipo: Dissertação Thu, 06 May 2021 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/2049 2021-05-06T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1673 Título: A adaptação do Auto da Compadecida e o gênero drama no ensino de literatura nas aulas de Língua Portuguesa. Abstract: This dissertation shows a research that approaches the relevance of reading literary texts, as well as the use of audiovisual adaptations, for the formation of the reader and development of the reading habit. Moreover, it proposes reflections on the need to provide, in Basic Education, access to literary text and reading practices that can awaken aesthetic enjoyment and the proposition of meaning for the texts read, therefore, the main objective of the research is to think about skills that permeate students' contact with literary constructions. Therefore, it is based on the idea that the practice of reading involves interaction with the other, as well as the formation of the individual and his/her worldviews. In view of the influence of literature in the audiovisual arts, we directed our research to the use of television adaptation as a possibility of reading and approaching the specificities of literary language with television, thus contributing to the formation of new readers. We selected for the corpus the work Auto da Compadecida by Ariano Suassuna and its adaptation in a micro series divided into four chapters. For the development of the research, our theoretical foundation is based on some scholars in the field of literary reading such as Candido (2000), Perrone-Moisés (1998) and Zilberman (1998), of reading and mediation like Petit (2010) and from literary adaptation like Xavier (2003), Guimarães (1995) and Nagamini (2004), as well as official documents, mainly the National Common Curricular Base (BNCC) and the National Curriculum Parameters (PCN). The intervention plan proposes a notebook of activities aimed at reading the television adaptation and the literary text, thus ensuring literature and audiovisual art as a right for all and as an essentials objects for the formation of the reader. However, due to the Covid-19 pandemic, few students were available for online activities, so it was not possible to apply the activities from the plan, so we prepared the activity book for teachers to adapt to their elementary school classes. We hope that, with the activities, students will develop a new look at the literary book and will finally be able to choose other works and read alone, as well as, when watching an adaptation whether televised or cinematic, recognizing the qualities and specificities of its language. Tipo: Dissertação Thu, 24 Jun 2021 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/1673 2021-06-24T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1580 Título: Leitura e escrita na EJA: desafios e possibilidades Abstract: This work, developed under the Postgraduate Program in Professional Literature and Language Teaching (PROFLETRAS), at the UFTM unit, campus of Uberaba / MG, promoted by CAPES, was a qualitative research carried out in a classroom of the first period of the second segment in Youth and Adult Education at a municipal public school in the city of Ibiá / MG. The focus of our investigation was the practice of reading and writing in the dimension of the social function of reading and writing, with the aim of transcending the practice of the mechanical production of "essays" as a pretext for practicing writing. As theoretical support we based ourselves on scholars from the socio-interactionist perspective of language, derived from the Bakhtinian theory, such as Geraldi (1995, 2004, 2006), whose ideas defend that man transforms the world through language and that it is the essential instrument for transformative action. We emphasize the decisive role of social interventions and the interactive process in the development of the cognitive capacities of men in the youth and adults education (EJA) modality, in which the subjects are part of popular education. We rely on authors such as Freire (1989, 2001, 2006), Santos (2010), Bortoni-Ricardo (2013), Soares (2005), Alves (2012) among others who speak about liberation, humanizition and critical education focused on the needs, experience and possibilities of youth and adults. Our work was also based on the studies on the multiple literacies of Street (2014) and on Fávero (2005), Rojo (2006) and Marcuschi (2008, 2010), those of which discuss more specifically the role of orality in the process of teaching and learning of the Portuguese language. The research-action methodology positioned the teacher-researcher and the students horizontally, providing a participatory, collaborative work focused on the textual production conditions of the students, which culminated in the oral and written presentation by the students in a school event, called "Literary Tea". As a result, the following were generated: i) a script of activities aiming at producing oral and written narratives (ONs and WNs), ii) an analysis of the textual production process of three students, and iii) an evaluation of the points to be worked out to elaborate futures didactic-pedagogical activities by teachers who challenge themselves to integrate their students into school curriculum designs. The results of the productions indicated that the contact with the texts produced both in the oral and written modality, enabled significant improvements in the students’productions and supported the productions of the narratives in verses, presented in School's literary event. Tipo: Dissertação Fri, 22 Feb 2019 00:00:00 GMT http://bdtd.uftm.edu.br/handle/123456789/1580 2019-02-22T00:00:00Z