PROJECT: LITERARY SARAU

Literature, Poetry, theater, and music

PRESENTATION

The Literary Gathering project aims to contribute to the

students should know and use constituent elements of language reflectively and
functional.
In this perspective, the Literary Sarau is a project that aims to rescue the culture of,

tell and listen to stories, recite poetry, awaken the taste for reading, bring memories
of old games, involving the internal and external school community to listen
Good reading, listening to music, and enjoying beautiful stories through the reading of books, poetry,
theatrical presentation, in a moment of innovation, relaxation, and satisfaction. Being
thus, it is up to the school to engage students and seek the necessary strategies for
improvement of teaching and learning, since the school cannot exempt itself from its
educational task regarding the complete formation of the citizen.

JUSTIFICATION:

Reading is present in every moment of our life, encompassing a whole

context from long before people even entered school.
The act of reading allows for better understanding of facts, history, and life.
playing a fundamental role in the formation of the individual, providing man his
self-improvement as a human being.
Language is, therefore, one of the primary factors in the acquisition process.
knowledge. Studying language goes beyond the transmission of grammatical concepts,
for the language is realized in its use, in the social practices in which individuals are
they appropriate the contents, transforming them into their own knowledge through action
about them. Thus, effective language teaching means not only empowering the
student to use the language in various situations, but to rescue the culture of the practice of
to tell and listen to stories, recite poetry, awakening the taste for reading. For that, it is
it is necessary that one knows and uses constitutive elements of language in a way
reflective and functional, culminating in a Literary Evening with the students of
High School and EJA.
The aim of this project is not only to involve the school and local community
in reading activities, but to disclose that there are several possibilities to awaken the
I enjoy reading, and for that, there are various theories that address the subject and that us
they show that there are, despite the difficulties, several strategic means to carry the
students to acquire the taste and habit of reading.

PROJECT OBJECTIVE
Understanding language as a form of expression and communication;
Expand the linguistic and literary repertoire;
Facilitate the use of language in various situations;
Valuing and improving oral skills;
Learn to express yourself in a group;
Awakening the student's taste for reading;
Developing the reading behavior in the student.

SPECIFIC OBJECTIVES
Reciting poems and telling stories;
Present theater plays with themes worked on in the classroom and room
reading;
Read literary stories;
Present the work done in the classroom (stands).
Involve the external community in the execution and presentation of music;

Methodological procedure
 Diversified methodologies will be used for the Literary Gathering.
such as: dialogued classes, research, poetry production, various texts, parodies,
dramatizations, readings of various textual genres; dynamic readings, presentations
musicals, etc.

Evaluation
The evaluation process will be continuous, diagnostic, and procedural and will take place in

the course of the project development, based on the skills and

skills developed by students during class activities and
extracurricular, presentation of group and individual projects during the preparation and
execution of the Literary Sarau in the School Unit.

Activities

Each class chooses a song, a poem, or a little verse for the

presentation, which will be explored in the pedagogical activities of reading and writing.

2. In the time leading up to each presentation, the educator invites the child to
to know the work and to familiarize oneself with it.

3. In each round of conversation, ideas are shared, tasks are executed and
the rehearsals follow.

4. In addition, props and costumes are made for the presentation.

On the day, all the students of the school gather in one place and present
the work of a month for the colleagues.

[Link]
 The writer must register their work at least two days in advance.
of the event. This production should not exceed 1 page.

For reading, the participant must bring the printed text (1 page) with at least
minus 2

Programming:

There will be five moments of public recitation, interspersed with music.

Reading texts by other authors, up to a maximum of 1 page.

 READING AND TEXT PRODUCTION PROJECT

Theme: Forming Readers and Writers:

Organization and preparation:

Coordinators, teachers, and management team

Students attended: 1st to 5th grade

Duration: April to December

Subjects covered: Portuguese Language, History, Arts, and Physical Education

JUSTIFICATION

Considering that being able to read is an indispensable skill for

The individual integrates into the society of which he is a part; it is the school's duty to propose the means.

basics for the development of the ability to learn, think, interact,

greater responsibility of the school. We are aware that one of the main
one of the problems in education today is the difficulty that individuals have in reading, as
reading has infinite possibilities. It begins with the eyes, but it is essential that the
reader understand what you are reading and reciting. Therefore, the objective of this Galas

Literary is to develop the habit of reading in our students, providing pleasure.

through it being a fundamental activity for the success of your life.

GENERAL OBJECTIVE:

Provide students with interaction with different textual genres

written and various reading situations, to form competent readers and producers
of texts that can take on their lives in the social context where they live and in
globalized world.

Action strategies:

Involve the school community in the project's actions.

 Assist teachers in the execution of the project.

Reading different textual genres in reading circles, box

amplified and in the secretariat.

Encourage and support students in retelling activities

reading inside and outside of school.

Create a schedule for daily readings for different classes and

students.

Register all actions undertaken in the project.

Invite the parents of students and members of the community to become

partners in the execution of the project assisting us with their skills such as:
to read, tell stories, jokes, challenges, cordel literature, etc.

1st Year

Actions to be worked on Specific objectives Datas

Reading and writing quatrains, Creatively stimulate the taste 09/04

proverbs, crosswords, rhymes, through reading and writing. Through the varieties at 11/12
known song and list of text genre names.
own.

Retell stories orally Develop oral skills in retellings

known to other rooms. from acquaintances to other classes.

Production of letters for the Awakening the creativity of the students

mothers through drawings. through the production of letters and drawings
produced.

Dramatization of tales. Develop imagination and the

creativity in representations.
 Music choreography Familiarize yourself with the different July
textual genres.

Parade of textual genres Value dance as a means of This

communication and body expression and form. mbro

2nd Year

Reading and writing rhymes, Knowing different carriers of April

proverbs, crosswords, rhymes, texts in which writing can be in December
known song and list of names found.
own.

Parade with the main ones Effectively participate in situations May

textual genres. of oral communication. to September

Reading in the room with use Stimulate the student's desire to be

of the amplified box. to familiarize oneself through various texts.

Reading of students in others. Awakening the taste for communication

oral through reading done in classrooms
differentiated.

Recount Produce texts of your own authorship, October

dictating to the teacher or classmates and when ro
possible by one's own hand.

3rd Year

Reading in books, newspapers, Awakening the pleasure of reading, April

magazines, etc. looking to learn to read information in December
daily as a habit.

Text productions: notes, Differentiate, distinguish what is a July

invitations, retellings for other rooms and a ticket for an invitation, using writing
schools. correct, produce a retelling, leaving the
set aside shyness, and express your ideas in the

readings aloud.

Production of parody, poems and May

challenges. to November

Export knowledge brought from Expose knowledge brought from home,

house, using parody and challenges. using parodies and challenges

Dramatization of tales or Elaborate and create poems, accordingly

fables. with commemorative dates and exhibitions.

4th Year

Text productions: note, Produce text of your own authorship,

invitations, retellings for other rooms and dictating to the teacher or colleagues and when
school. in one's own handwriting.

Organize a literary salon Develop the habit around the world May
about the work of a certain author; literate and the development of orality.
(Elias José) (4th)

Reading in the room with the Knowing the biography of a

use of the powered speaker. determined author and his literary works.

Readings in books, newspapers, Elaborate and create poems accordingly

magazines, etc. with commemorative dates.

Production of parodies, poems

the challenges.

5th Year

Working with diversities of Motivate through dynamics the new

textual genres; spelling practice, interacting between
the 5th grade students.

Set up a reading nook To know acclaimed poems of

in the classroom every two weeks; Brazilian literature;

Visit the library to Rescue feelings about the place

to know other types of reading, where students live, through the productions
bibliografia
information;

Produce collective texts; Bringing students closer to diversities

literary, during the visits made to the library
municipal.

Produce individual texts Provide moments to the students of

with autonomy; compilation of study material for poetry
and of various poetic thoughts.

Make a notebook of Organize a poetry gathering for

text production; readings and poetic knowledge.

Exhibition two notebooks Use the amplified box for the

produced and other works that moment of reading done by the student,
can be worked on over time by overcoming shyness and motivating.
of the project. spontaneity of reading.

Organize a poetry wall Expand the repertoire of the students 16/04

by various authors. with different poems and authors 2009

ACTIONS DEVELOPED BY THE SCHOOL TEAM

 Presentation of a theater and dance piece (with commemorative dates)

GOVERNMENT OF THE STATE OF MATO

GROSSO
SECRETARY OF STATE OF
EDUCATION
E.E. MARIA DA GLÓRIA VARGAS OCHÔA
COTRIGUAÇU/MT

PROJECT

Sarau - Reconstructing the Romantic Literary School.

Professor Eliane Andrade de Araújo Silva

Cotriguaçu-MT – October 2008

Rescuing Culture Through Language

 Sarau - Reconstructing the Romantic Literary School.

Introduction

The project Reconstruindo a Escola Literária Romântica aims to qualify and

encouraging in a way to form - reading students and, consequently, assisting them in
development of speaking and writing skills, in forming opinions, in
formation of their identity, in understanding the world around them and in the expansion of
your horizons of expectation.

If we want to shape creative, critical beings capable of making decisions, one of

requirements is the enrichment of everyday life with the inclusion of reading literary books.
Vygotsky (1988) reveals that the imaginary only develops when it is available.
experiences that are organized. The wealth of literary works will build the bank of
cultural image data used in interactive situations. In addition to providing
a magical world for the reader opens gaps to work on the process of
composition of oral and written language.

KEYWORDS: Literary language.

JUSTIFICATION

As shown by Possari & Neder (2006:12), regardless of race, culture, the

The space he occupies, the time he lives in, man is always in contact with others.
men, interrelating, communicating and this interrelation always takes place
through language.

In this sense, it becomes important to reflect on the significance of experiencing in

school the interaction of language through literary works.

Paulo Freire reminds us that our ability to perceive life goes through
necessarily, through our reading of the texts, the words, and the context in which we live,
creating and recreating ourselves constantly.

Therefore, reading is of utmost importance for the construction of our identity.

the text of life is written with words, objects, and places, etc.

Considering that reading provides a deep reflection of the world in which

we live, we saw the need to include them in the school curriculum in order to sharpen the
pleasure in reading, the curiosity and sensitivity of the students, aiming for the
development for their cultural, social, and ethical formation.

GENERAL OBJECTIVE

Provide students with an environment that favors their development

of skills and perception in listening, speaking, reading, writing, reflecting, and feeling,

working on originality and creativity in a proportion of cultural recovery

through verbal language.

SPECIFIC OBJECTIVES

Contribute to the formation of readers capable of recognizing the subtleties,

particularities, in the senses of the conception of speech and writing.
 Compare texts, looking for similarities and differences regarding ideas and the
form.

Observe and employ semantic and discursive aspects related to

verbs in concrete situations of verbal interaction. Connecting text production,
grammar, spelling, comprehension, and interpretation.

METHODOLOGY

The project will be developed in the Municipality of Cotriguaçú and will take place from two

stages:

In the 1st stage in groups, the students will do their respective readings of the Literary School.

Romantic, where they will identify and discuss the historical context, authors, and works.
readings will be done through research in books and on the internet.

In the 2nd stage, students will select the works based on the readings; they will define the
characters for the preparation of the presentations for the Sarau.

A Literary Night called Sarau will be held at the City Council.

where teachers, classmates from other classes, parents, and friends will be invited to
visit and appreciate a cultural night through the reading of works and theatrical representation
of the respective authors of the Literary School.

EXPECTED RESULTS

With this work, we hope that students realize the importance of reading; the
construction of literary language; know how to use linguistic resources and above
everyone develop their critical thinking.
BIBLIOGRAPHICAL REFERENCES:

POSSARI, Lucia Helena Vendrúculo & NEDER, Maria Lúcia Cavalli Language (The
Teaching: the environment, the journey). Booklet 4 Cuiabá, EdUFMT, 2006.

BARBOSA, M.A Lexicon, Production and Creativity. 3rd ed. São Paulo: Plêiade, 1996.

OLIVEIRA, Suze S. Graduate School Journal in Linguistics, Technique of

Text production, Cuiabá – MT – UNIC 2005.

PINTO, Leila Mirtes Santos de Magalhães. Pedagogical Presence, 2005

VYGOTSKY, L. S.A., social formation of the mind. São Paulo: Martins Fontes, 2nd Ed,
1988.

CHERRY, William Roberto. Portuguese: Languages, 7th grade. - Language

Portuguese/William Roberto Cereja, Thereza Cochar Margalhães, - Ed. Atual –São
Paulo: 2002.

Eliane Andrade de Araújo Silva

Assembly: Vitorio