Use este identificador para citar ou linkar para este item:
https://repositorio.ifgoiano.edu.br/handle/prefix/3452
Tipo: | Trabalho de Conclusão de Curso |
Título: | A FORMAÇÃO DO LEITOR LITERÁRIO NAS GERAÇÕES Y E ALPHA: UMA PROPOSTA DIDÁTICA |
Autor(es): | Silva, Eliane Tavares |
Primeiro Orientador: | Sales, Paulo Alberto da Silva |
Resumo: | This article deals with the formation of the literary reader contextualized the perceptions between generations y and alpha, proposing a didactic sequence with the literary work "Why do only princesses get along?" (2013) by Thalita Rebouças. With the objective of developing the construction of the literary reader within the school environment, specifying their understanding, social and pedagogical strategies for the literary insertion of the alpha generation, using the didactic sequence as a pedagogical intervention to develop the literary reader. The methodology of this work has a qualitative approach, of a basic nature with bibliographic survey for the theoretical framework and data collection. The descriptors used were: early childhood education, narratives, didactic sequence in capes and scielo portals. The results presented the importance of planning for the teacher's contribution in the formation of the literary reader by encouraging the use of literary works addressed in didactic sequence. |
Abstract: | This article deals with the formation of the literary reader contextualized the perceptions between generations y and alpha, proposing a didactic sequence with the literary work "Why do only princesses get along?" (2013) by Thalita Rebouças. With the objective of developing the construction of the literary reader within the school environment, specifying their understanding, social and pedagogical strategies for the literary insertion of the alpha generation, using the didactic sequence as a pedagogical intervention to develop the literary reader. The methodology of this work has a qualitative approach, of a basic nature with bibliographic survey for the theoretical framework and data collection. The descriptors used were: early childhood education, narratives, didactic sequence in capes and scielo portals. The results presented the importance of planning for the teacher's contribution in the formation of the literary reader by encouraging the use of literary works addressed in didactic sequence. |
Palavras-chave: | Educação Infantil Formação do leitor literário Aprendizagem. Sequência didática. |
Área do CNPq: | CIENCIAS HUMANAS::EDUCACAO |
Idioma: | por |
Pais: | Brasil |
Editor: | Instituto Federal Goiano |
Sigla da Instituição: | IF Goiano |
Campus: | Campus Hidrolândia |
Tipo de Acesso: | Acesso Aberto |
URI: | https://repositorio.ifgoiano.edu.br/handle/prefix/3452 |
Data do documento: | 16-Nov-2022 |
Aparece nas coleções: | Licenciatura em Pedagogia |
Arquivos associados a este item:
Arquivo | Descrição | Tamanho | Formato | |
---|---|---|---|---|
TCC - Eliane.pdf | 156,41 kB | Adobe PDF | Visualizar/Abrir | |
Ata_concluída_Eliane..pdf | 107,27 kB | Adobe PDF | Visualizar/Abrir | |
TERMO DE CIÊNCIA E DE AUTORIZAÇÃO.pdf | 253,22 kB | Adobe PDF | Visualizar/Abrir |
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