Formação do leitor literário contemporâneo: entre o método recepcional e a perspectiva rizomática
The present work aimed to corroborate the topic of reader training, using the Recepcional method of literature teaching formulated by teachers Bordini and Aguiar (1993), adding it to the rhizome concept, proposed by philosophers Deleuze and Guattarri (1995) and later shifted to the axis of Brazilian...
| Autor principal: | Lenhardt, Gabriela Ceccon |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/8932 |
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| Resumo: |
The present work aimed to corroborate the topic of reader training, using the Recepcional method of literature teaching formulated by teachers Bordini and Aguiar (1993), adding it to the rhizome concept, proposed by philosophers Deleuze and Guattarri (1995) and later shifted to the axis of Brazilian education, by Professor Silvio Gallo (2008). This update method stemmed from the need to adapt a form of teaching and literary reader training that matches the nuances and dynamics of current students, who spend most of their time in cyberspace. This research was constituted of three main stages: theoretical discussions in order to seek the most appropriate design for the improvement of the existing method - the method Recepcional; structuring and implementation of a teaching proposal, added to these new theories, in order to demonstrate the effectiveness of improvement proposed the method, from the characterization of users in a group defined by Santaella (2004), to the design of rhizome education added to Recepcional method; and, finally, the discussion of teaching implemented sequence and its inefficiencies, possible modifications and advances made. |
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