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|Title:||Do ensino da língua literária e do sentido : reflexões, buscas, caminhos|
|Keywords:||Língua portuguesa; Literatura brasileira; Livros didáticos; Língua literária; Construção do sentido; Livro didático; Ensino; Brasil; Literary language; Construction of meaning; Textbooks; Teaching; Brazil|
|Abstract:||This work aims to propose the reappraisal of the study of the literary language as well as the meaning in the teaching of the mother tongue, by pointing to alternative of ways. In order to do so, aiming to verify the space that the teaching of literary language has been taken in the classrooms, a historical-critical survey of the teaching of Portuguese in Brazil has been conducted from its discovery to the present time. It is discussed the need to revitalize the study of literary texts by valuing the task with: a) the diversity of linguistic uses; b) the distinction among system, norm and use; c) the semantic strata; d) the construction of meaning. As the initial corpus, two sets of textbooks widely used in both public and private schools throughout the country have been analyzed: Português: linguagens by William Roberto Cereja and Thereza Cochar Magalhães,published by Atual,and Português para todos by Ernani Terra and Floriana Cavallete, published by Scipione. The work has also included a second corpus consisting of two texts by contemporary authors: a short story by Moacyr Scliar, Conspiração, and a poem (with no title) by Manoel de Barros, from which possible ways are presented to teach the literary language and the meaning to foster the development of critical thinking, sensibility and aesthetic fulfillment as well as creating capability. Key words: literary language, construction of meaning, textbooks, teaching.|
|Appears in Collections:||TEDE sem arquivo|
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