Uma experiência com a produção do texto literário : o cordel no processo de ensino e aprendizagem de língua portuguesa
Alves, Renata Cristina
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This study aims, in general, investigate and analyze the production of texts in the process of teaching and learning in the discipline of Portuguese, from working with cordel, while discursive gender. In this sense, the cordel, in front of their language use in public instances of communication, provides a cultural confrontation that leads the student to reflect on the context in which it appears. We chose first to make a rescue of the Portuguese language education – from grammar to the text – in order to highlight within this framework as the production of text was proposed in Portuguese language teaching. Then, the text in the classroom, as enunciation, brings in all are involved in a stated relationship, there is no excuse. Therefore, each answer will always responsive, which is linked to a chain of communication links in certain spheres of human activities, in this sense, every statement responds to a statement already made earlier and will be answered by an accomplished later. Cordel, in this context, as enunciation, involves a responsive attitude of students, which is positioned about the situations that occur in their daily lives and society. Thus, we understand the important medium which literature is for teaching, since is it who provides a unique view at the society, which, in the classroom, points to the external - life as it really is, with its shadows and lights, destabilizing. Also leading to reflection on the human being and therefore makes it more critical of those occurring in context. Moreover, cordel in the classroom also leads about the language dialogues large varieties, as well as use and operation of the language. From this, it was produced by eighth classrooms, cordel about various content and so we selected five texts: “Last Date”, “Corrupt”, “The Teacher”, “Rabbit and the Turtle” and “Come see the sunset”. Through the methodological course of the evidentiary paradigm, proposed by Carlo Ginzburg, search traces left in each text by means of characteristics for the genre, voices in the texts and the production context and then to understand the text production process in classroom.