ROCHA, W. D.; http://lattes.cnpq.br/1429400517385610; ROCHA, Wagner David.
Resumo:
This thesis deals with the theme of literary literacy through critical reading of
popular poetry Patativa do Assaré in the classroom. The hypothesis developed here is
that the literature of twine is understood as a ludic didactic resource that allows students
to approach literary texts, to present the literary reading in school and, through it, to train
students to literary literacy. The analysis and interpretation of the data presented here
are initially based on works that address essential questions about literature teaching,
literary literacy, cordel literature, Patativa do Assaré, the use of popular poetry in
Formation of readers and on didactic sequence. To this end, the work is divided into four
parts. The first chapter reviews the literature in the classroom with their problems and
prospects. The second chapter discusses the literary design, opposing the ideal
scenario and the real scenario. The third chapter deals with the popular poetry of oral
tradition and its relation with a culture, with a popular culture and with folklore. The fourth
and last chapter specifically describes a poetry in the classroom, emphasizing a popular
poetry of Patativa do Assaré in the formation of readers, as well as present a basic
didactic sequence as a proposal of intervention in literary text for the 9th year of
elementary school. In conclusion are the parallels between the literary literacy and
popular literature, highlighting their points of contact and indicating that the latter can
occupy an important place in the formation of literary readers.