http://hdl.handle.net/11422/28055 Sat, 25 Jul 2026 22:44:17 GMT 2026-07-25T22:44:17Z http://hdl.handle.net/11422/29785 Title: Entre expectativas docente e possibilidades: deslocamentos na formação do leitor literário no Peja Author(s)/Inventor(s): Cézar, Elisabeth Henrique Advisor: Dias, Ana Crelia Penha Abstract: During the Professional Master’s Program in Literature/Profletras, I identified the absence of courses related both to the theoretical repertoire and to the didactics of literature in my initial teacher education. I came to understand that reading literary works is the right of every citizen. Reflecting on my teaching practice in the Youth and Adult Education Program (PEJA) , I recognized the need for a plan aimed at fostering readers through the construction of a reading itinerary committed to the development and establishment of a literary culture within the school, for this audience acknowledged as “unlikely readers” (Marques, 2018) .In this process, I became aware that an appropriate theoretical repertoire to support reading practices, a specialist teacher conscious of their ethical and political role, the selection of genuinely literary texts, dedicated reading time in the school environment, and both personal and public collections are some of the essential elements for forming a reader. This research aims to contribute to the formation of critical and autonomous readers in the PEJA of a municipal school in Rio de Janeiro, in the evening shift, located in the neighborhood of Manguinhos, through the construction of a reading itinerary organized around the planning of an intentional path — progressive in difficulty and heterogeneous in terms of genres, narrative structures, language, narrative voices, and themes (Colomer, 2007) . For the textual study, I highlighted diverse literary contents selected from the possibilities offered by the itinerary’s corpus, to broaden and diversify the theoretical and metalinguistic repertoire, both essential to forming readers attentive to textual craftsmanship and the construction of meaning. In this process, the complete reading of Stefano, a work by María Teresa Andruetto (2014), winner of the 2012 Hans Christian Andersen Award, stands out. I also reflect on issues related to the approach to teaching literature at school, analyzing the selection of works that composed this reading path. Throughout the journey of the itinerary, the methodological approach included mediation practices such as reading texts aloud, attentive listening during reading activities, literary conversations as teaching situations, and the production of reading diaries by students, to record in writing the phenomena involved in the reception of literary mediation. I recorded observations regarding these practices in a field diary, with the aim of examining the process that unfolded between the planned itinerary, the path taken, and the analyses of readers’ progress. The research was characterized as action research, reflecting on and theorizing about the pedagogical practice itself. Throughout the readings of the itinerary, several ways of reading literary texts were taught, and it was possible to observe that the students climbed many steps on the ladder of reading (Colomer, 2007). Accompanying me on this journey are the theoretical reflections of Andruetto (2012), Bajour (2012), Candido (2012), Castrillón (2011), Colomer (2007), Lerner (2002), Montes (2020), Petit (2009), and Souza (2018). Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Mon, 29 Sep 2025 00:00:00 GMT http://hdl.handle.net/11422/29785 2025-09-29T00:00:00Z http://hdl.handle.net/11422/29530 Title: Mais uma classe de sexto ano ou uma comunidade de leitores em formação? Considerações acerca do processo de mediação de leitura literária em sala de aula Author(s)/Inventor(s): Adelino, Viviane da Silva Advisor: Dias, Ana Crelia Penha Abstract: The motivation and developments of this work stem from a fusion of questions and studies regarding the presence and reading of literary texts in Portuguese Language classes. The research was carried out during my own teaching for sixth-grade students at a school in the Municipal Network of Rio de Janeiro. The study includes insights and suggestions from scholars in the fields of teaching and promoting literary reading, compared with official documents that establish guidelines for teaching practices. This study is justified by the observed progressive distancing and lack of preparation among young people in relation to literary reading practices and aims to contribute to the development of readers who are more attentive and prepared for the specificities of literary compositions. Faced with a context in which access to books is just one of several obstacles to overcome, activities of literary mediation were carried out with theoretical support appropriate for the group of students. These mediations included practices such as reading full texts aloud, focused discussions on what was read and perceived by the students in class, as well as handwritten records made by the students based on these experiences. The research is grounded in studies by specialists and researchers focused on literary reading, such as Candido (2011), Montes (2020), Petit (2010), and Colomer (2022). Teaching literature proposals aimed at the progress of readers, suggested by specialists like Chambers (2023), Bajour (2012), and Munita (2024), contributed to the design of the practices. I conclude the study by presenting some situations and lessons learned related to the mediations carried out and confirming the need for a set of actions and agents dedicated to expanding the cultural repertoire of young readers, inviting and preparing them for meaningful experiences with literary language and aesthetics. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Mon, 29 Sep 2025 00:00:00 GMT http://hdl.handle.net/11422/29530 2025-09-29T00:00:00Z http://hdl.handle.net/11422/29516 Title: Gramática e argumentação: uma abordagem didática antirracista Author(s)/Inventor(s): Silva Junior, Adilson Paulo da Advisor: Gerhardt, Ana Flávia Lopes Magela Abstract: In the present work, I develop and apply a Teaching Unit (TU) on argumentation that helps promote argumentative proficiency among 8th grade of elementary school II. In specific terms, I seek proficiency in the linguistic practice of anti-racist argumentation, focusing on the black population, from the articulation of sentences, taking into account the syntactic and semantic aspects that guide structurally well-formed sentences. Identifying that the problems of students in their linguistic practices are grammatical problems, I develop a teaching unit that can help students achieve their discursive intentions around anti-racist argumentation. To achieve these objectives, I start from the understanding that the elaboration of exercises of articulation of sentences, comparison of grammatical structures well and malformed and construction of sentences, paragraphs, and texts contribute to the achievement of argumentative proficiency in language practices. The activities to be developed and apllied in the Didatic Unit aim to promote a greater monitoring by students, so that they possibly achieve their discursive intentions, not only anti-racist, but any others that interest them. In order to verify the changes in the students' linguistic practices, as a last step of the research, they will be asked to produce an argumentative text about a case of racism whose production will be analyzed from the notational and discursive parameters of sentence articulation. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação Wed, 17 Sep 2025 00:00:00 GMT http://hdl.handle.net/11422/29516 2025-09-17T00:00:00Z