Leitura e construção de sentido através das expressões nordestinas na literatura de cordel

Abstract

The present work has as its theme the "Reading and the construction of meaning through the Northeastern expressions in Cordel Literature" with the following guiding questions: The students, in the act of reading the cordel leaflets, present difficulties in the construction of sense of texts? Does the presence of language with orality marks facilitate the reading and understanding of the cords by approaching the sociocultural environment and the language of the students? What will contribute to the recognition of Northeastern expressions and regional locutions for the construction of sense of twines? The hypothesis is defended that the reading of texts, such as cords, oriented to the critical reflection of their relation with orality contributes to the intellectual development and amplification of the lexicon of the student; the construction of sense of the cords is favored by the presence of Northeastern expressions, which amplify and value the daily vocabulary of the students, leaving the marks of regional identity; the regional expressions stimulate the student to reflect on the language of the literary text; the students can make use of the regional locutions both in orally and in writing, starting from the knowledge acquired about them in the context of cordel narratives. Thus, the research objectives of this research are: to contribute to the improvement of teaching and reading practices, to the point of allowing students a wider understanding of meanings, both in the school context and in the cultural context; to train competent students to understand that regional language is part of the linguistic variation that occurs throughout the country; to enable these students to understand the characteristics of Cordel Literature. For the accomplishment of the study, the assumptions of Leffa (1996) are adopted; Kleiman (1993); Rangel (2005); Koch (2003); Cosson (2012); Martins (2012); Santos (2006); Abreu (1999); Cascudo (2004); Marinho and Pinheiro (2012), among others. For this, diagnostic activities constitute the corpus of this work composed of 01 (one) questionnaire, didactic activities applied through reading workshops and notes of direct observation carried out in the course of subsequent activities. The research methodology follows descriptive standards with a qualitative-quantitative approach, combining bibliographical and documentary research. The results obtained from the data analysis reveal the need for a pedagogical proposal, aiming at proposing strategies for the reading of cords based on the text / reader relationship following the patterns of the receptive method and the expanded sequence, which show the role of the reader in a conception insight into literary reading.