Leitura e literatura na escola: proposta com os temas transversais respeito e tolerância no ensino médio
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Tipo
TCC
Data de publicação
2023-12-07
Periódico
Citações (Scopus)
Autores
Costa, Maritsa Sá Freire
Orientador
Martins, Valéria Bussola
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Programa
Resumo
No Brasil, em 2023, infelizmente, tem aumentado, os casos de agressões em escolas.
Atos violentos, sejam eles planejados por indivíduos que não fazem parte do ambiente
educacional ou pertencentes a ele, geram medo e impactam negativamente o dia a
dia de aprendizado de inúmeros alunos, até mesmo dos estudantes das escolas não
afetadas diretamente. Lidar com essa realidade representa um grande desafio
apresentado aos discentes, aos docentes e a toda a escola. É a partir desse contexto,
que surgiu o tema deste Trabalho de Conclusão de Curso (TCC): propostas com
temas transversais respeito e tolerância nas aulas de Literatura do Ensino Médio. É
imperativo trabalhar o respeito e a empatia em relação ao outro, ao diferente, no
ambiente escolar. Devido a isso, esta pesquisa concede visibilidade à nona
competência geral, proposta pela Base Nacional Comum Curricular (BNCC), segundo
a qual, a escola e os professores devem levar o alunado a cultivar a empatia, o
diálogo, a resolução de conflitos e a cooperação. Em vista disso, o problema a ser
investigado neste TCC foi: quais são as estratégias metodológicas indispensáveis na
aplicação de propostas reflexivas e formativas sobre os temas tolerância e respeito
nas aulas de Literatura no Ensino Médio? O objetivo deste TCC foi refletir sobre a
importância de propostas com os temas transversais respeito e tolerância nas aulas
de Literatura do Ensino Médio. Também se almejou oferecer aos interessados uma
sequência didática, direcionada a alunos da 2ª. série do Ensino Médio, que destaca a
necessidade do desenvolvimento do respeito e da tolerância frente à diversidade
social do ambiente escolar. Em termos metodológicos, este TCC envolveu uma
pesquisa exploratória, composta por pesquisa bibliográfica e pesquisa documental.
Posteriormente, foram elaborados planos de aula, materiais pedagógicos e uma
sequência didática. Como referencial teórico, foram usados os pensamentos de Dalvi,
Rezende, Jover-Faleiros at al (2013); Macedo et al (2021); Ferrarezi Jr. e Carvalho
(2017); Cosson (2014, 2020, 2021); Terra (2018, 2014); Braga e Silvestre (2013).
Unfortunately, in the year 2023, cases of aggression in schools have increased in Brazil. Violent acts, whether planned by individuals who are not part of the educational environment or belonging to it, generate fear and negatively impact the daily learning of countless students, even students in schools not directly affected. Dealing with this reality represents a great challenge for students, teachers and the entire school. It is from this context that the theme of this Course Completion Work (Trabalho de Conclusão de Curso/TCC) emerged: proposals with cross-cutting themes of respect and tolerance in High School Literature classes. It is imperative to work on respect and empathy towards others, those who are different, in the school context. Because of it, this research gives visibility to the ninth general competence, proposed by the National Common Curricular Base (Base Nacional Comum Curricular/BNCC), according to which schools and teachers must encourage students to improve empathy, dialogue, conflict resolution and cooperation. Therefore, the problem to be investigated in this TCC was “what are the essential methodological strategies in the application of reflective and formative proposals on the themes of tolerance and respect in Literature classes in High School”? The objective of this TCC was to reflect on the importance of proposals with the cross-cutting themes of respect and tolerance in High School Literature classes. The aim was also to offer a didactic sequence planned to 2nd grade high school students, which highlights the need to develop respect and tolerance towards the social diversity of the school environment. In methodological terms, this TCC involved exploratory research, consisting of bibliographical research and documentary research. Subsequently, lesson plans, teaching materials and a didactic sequence were created. As a theoretical framework, the thoughts of these academics were consulted: Dalvi, Rezende, Jover-Faleiros et al. (2013), Macedo et al. (2021), Ferrarezi Jr. and Carvalho (2017), Cosson (2014, 2020 and 2021), Terra (2018, 2014) and Braga and Silvestre (2013).
Unfortunately, in the year 2023, cases of aggression in schools have increased in Brazil. Violent acts, whether planned by individuals who are not part of the educational environment or belonging to it, generate fear and negatively impact the daily learning of countless students, even students in schools not directly affected. Dealing with this reality represents a great challenge for students, teachers and the entire school. It is from this context that the theme of this Course Completion Work (Trabalho de Conclusão de Curso/TCC) emerged: proposals with cross-cutting themes of respect and tolerance in High School Literature classes. It is imperative to work on respect and empathy towards others, those who are different, in the school context. Because of it, this research gives visibility to the ninth general competence, proposed by the National Common Curricular Base (Base Nacional Comum Curricular/BNCC), according to which schools and teachers must encourage students to improve empathy, dialogue, conflict resolution and cooperation. Therefore, the problem to be investigated in this TCC was “what are the essential methodological strategies in the application of reflective and formative proposals on the themes of tolerance and respect in Literature classes in High School”? The objective of this TCC was to reflect on the importance of proposals with the cross-cutting themes of respect and tolerance in High School Literature classes. The aim was also to offer a didactic sequence planned to 2nd grade high school students, which highlights the need to develop respect and tolerance towards the social diversity of the school environment. In methodological terms, this TCC involved exploratory research, consisting of bibliographical research and documentary research. Subsequently, lesson plans, teaching materials and a didactic sequence were created. As a theoretical framework, the thoughts of these academics were consulted: Dalvi, Rezende, Jover-Faleiros et al. (2013), Macedo et al. (2021), Ferrarezi Jr. and Carvalho (2017), Cosson (2014, 2020 and 2021), Terra (2018, 2014) and Braga and Silvestre (2013).
Descrição
Trabalho aprovado com o conceito EXCELENTE.
Palavras-chave
BNCC , respeito , tolerância , Língua Portuguesa , Literatura