O método recepcional como fio condutor do ensino de língua portuguesa e literatura
Literature is a fundamental right for human being, according to Candido. However, ProLeitura research demonstrates that only a half of Brazilians considered themselves as readers. Considering that school occupies a central role in readers formation, it must be a place where literature’s teaching hap...
| Autor principal: | Tremba, Gabriela Bastos Cordeiro |
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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/1/9012 |
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| Resumo: |
Literature is a fundamental right for human being, according to Candido. However, ProLeitura research demonstrates that only a half of Brazilians considered themselves as readers. Considering that school occupies a central role in readers formation, it must be a place where literature’s teaching happens in an efficient way. In this sense, it is important to emphasize that Método Recepcional is recommended by Diretrizes Curriculares as a tool to teach Literature, regardless most of public schools teachers in Curitiba and Região Metropolitana does not know this method or does not use it. Considering this context, the present study intend to verify how the Método Recepcional can be used for the teachers as an efficient method to ally Literature and Language teaching helping to form proficient readers. To achieve this aim, it was elaborated and applied a didactic sequence based on Método Recepcional in a nineth grade of a public school. This practice was analyzed and the students did an assessment to evaluate how efficient the method was. During this process, some barriers appeared such as lack of resources, difficulties to contextualize the sequence and the literary reading due the fragmented teaching that students used to have and also the available time. Nevertheless, through methodological alternatives it was possible that the students developed their reading and their comprehension about Literature, improving the readers’ formation at school, since 24 in 30 of them have achieved, at least partially, the expectations of interpret a literary text and produce a critical review. |
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