CADERNO DE RESUMOS II Congresso Internacional da ... - Unesp

Programação & Caderno de Resumosformação tecnológica, fundamentada em reculturação, reestruturação,redimensionamento de tempo, redefinição, relocação e reequipagem(Freire, 2005,2008); e (2) uma visão de construção de conhecimentocomo processo complexo, contínuo, não fragmentado e, portanto,transdisciplinar (Morin, 2000, 2004, 2005). Partindo desseembasamento, o minicurso traz à reflexão uma série de atividades(síncronas e assíncronas) mediadas pelo computador, discutindoseu potencial, sua aplicabilidade concreta e as implicações queacarretam em termos de uma formação holística do futuro professorde inglês.Literary Awareness: developing creativity and criticalautonomyProfa. Dra. Sonia Zyngier (UFRJ)One of the major problems in a large number of different countriesis the difficulty students have in interpreting literary texts. Whattends to happen is that they acquire a rather transient knowledgeabout literature, relying on a pool of dates and facts for theirtests, which they mostly forget after the exams. Assuming thatliterary reading is an experience which cannot be done by proxy,Literary Awareness was developed as a theoretically-groundedmethodology, in the light of functional linguistics, critical pedagogy,and reader-response approaches. Literary Awareness assumesthat students may develop a perception of the linguistic patternsresponsible for stylistic effects. The main objective is to providestudents with tools that will enable them to account for theirinterpretation. After over 10 years of use in different contexts,it can now be said that once students respond to the impact oftexts, find, describe, and evaluate stylistic patterns with referenceto their literary repertoire, they will be able to build substantiatedinterpretations. Central to this method is the notion that literaryreading is basically experienced by a culturally and historicallysituated individual. This workshop will demonstrate how twolanguage patterns – namely, comparisons and free indirect discourse– may be used in the classroom with a view to both interpretingand producing literary texts.54