Navegando por Autor "Santos, Matheus Ferreira dos"

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    Ação docente e letramento literário
    (Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-01) Santos, Matheus Ferreira dos; Souza, Adriana Nunes de; http://lattes.cnpq.br/9445221981244067; Lima, Rosangela Nunes de; http://lattes.cnpq.br/2454422033896336; Leite, Wilma Albuquerque da Silva
    Literary Literacy practices in teaching Portuguese language occur, with a greater scope, in High School; however, these practices require preparation from the student prior to this contact, a preparation that, in most cases, is neglected. Thus, we aim to understand the relationships between school Literary Literacy practices in Elementary School and the increase or decrease of this practice in everyday life; To achieve this, it was necessary to make clear what Literary Literacy is, observe student interactions with literary texts, in addition to contrasting the initial and final data of the research to understand this phenomenon. Thus, the work proposes an analysis of the phenomenon of Literary Literacy in the municipal education network of Arapiraca, Alagoas. The main problem addressed is to understand to what extent the teaching action towards Literary Literacy in the classroom encourages the student to develop literate practice in Literature, through interviews, questionnaires and observations of student interactions in classes. In this way, the aforementioned research proposed a qualitative and quantitative analysis of the data collected through action research in a 7th year elementary school classroom through reading and conversation circles about works of Literature relevant to the development of the culture of literacy from the students. The research is based on Cosson (2006, 2021), Zilberman (2010), Kleiman (2005) and Soares (2020).
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    Jogada perfeita: “vida game” como estratégia de formação de leitores no 6º ano do ensino fundamental
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-19) Fonsêca, Jéssica de Lima; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; https://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; https://lattes.cnpq.br/9445221981244067; Lima, Rosângela Nunes de; https://lattes.cnpq.br/2454422033896336; Santos, Matheus Ferreira dos
    The place of listening in the classroom constitutes a fruitful object for investigation, the reorganization of planning, and meaningful pedagogical interventions, leading many teachers to draw closer to students and to the experiences of adolescence as they seek to expand their intellectual repertoires. With regard to listening mobilized through literary texts, this action begins with the choice of the work, seeking a balance between pleasure and aesthetic experience. The book Vida Game, by Adriana Calabró, is a diary narrated by the voice of an eleven-year-old boy, an age group that corresponds to elementary school students. The narrative metaphorically draws on the universe of games to build comparisons with the protagonist’s life experiences. This study aims to propose a reading activity based on the work Vida Game, establishing semantic connections with the experiences of elementary school students and promoting bonds and constructive experiences with the literary text in the classroom. The justification for this research lies in the need to strengthen the debate on the formation of the literary reader, as well as to present a proposal that can be replicated or adapted in other school contexts. Methodologically, this is a qualitative, theoretical-bibliographic study with a pedagogical focus. Based on Cosson’s (2009) basic sequence, activities will be proposed for the Interpretation stage through the production of a personal letter that articulates literary reading and subjective experience. This proposal is grounded in discussions of Cosson’s (2009) basic sequence, reflections on subjectivity by Michèle Petit (2009), and approaches to literary mediation and listening by Cecília Bajour (2012) and Chambers (2023). It is expected that the activity will deepen students’ relationship with literary texts through the sharing of experiences, fostering a meaningful path that supports the development of literary enjoyment.