Plano de aula de Referential Intertextuality

Objectives (5 - 10 minutes)

1. Understand the concept of referential intertextuality: Students should be able to define and explain what referential intertextuality is, understanding how it manifests itself and what its purpose is in the construction of meaning in texts.

2. Identify referential intertextuality in different textual genres: Students should be able to identify examples of referential intertextuality in various texts, realizing how this practice is recurrent and varied in literature and communication.

3. Analyze the impact of referential intertextuality on text interpretation: Students should be able to analyze how the presence of referential intertextuality influences the interpretation of the text, broadening the understanding of the message the author wants to transmit.

Secondary Objectives:

1. Develop critical and analytical thinking: Through the study of referential intertextuality, students will be encouraged to think critically about how texts relate to each other and how this relationship can influence their understanding.

2. Stimulate the reading and interpretation of different textual genres: By identifying referential intertextuality in different texts, students will be encouraged to read and interpret texts from various genres, broadening their reading and textual interpretation skills.

3. Promote oral and written expression: Through classroom discussions and text production activities, students will be encouraged to express their ideas orally and in writing, contributing to the development of their communication skills.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should begin the lesson by reminding students of important concepts for understanding the topic. The general concept of intertextuality should be briefly reviewed, explaining that it refers to the relationships between texts, and that referential intertextuality is a specific type of this relationship, in which one text explicitly refers to another. In addition, it is important to recall the different textual genres and how they differ from each other. (3 - 5 minutes)

2. Problem situations: The teacher can present students with two situations involving referential intertextuality:

   • Read a poem by Carlos Drummond de Andrade that refers to a passage from "Dom Casmurro" by Machado de Assis. Students need to identify the reference and discuss how it affects the interpretation of the poem.
   • Watch a clip from a film that parodies a famous scene from Shakespeare's "Romeo and Juliet." Students need to identify the reference and discuss how it affects the interpretation of the film. (3 - 5 minutes)

3. Contextualization: The teacher should explain to students the importance of referential intertextuality, showing how it is an essential tool in the construction of meaning in texts. Examples can be given of how the reference to other texts can enrich a work, making it more complex and meaningful. In addition, it can be discussed how referential intertextuality is a common practice not only in literature, but also in advertising, music, cinema, among others. (2 - 3 minutes)

4. Gaining the attention of students: To arouse students' interest, the teacher can:

   • Share curiosities, such as the fact that referential intertextuality is one of the main characteristics of postmodernism in literature.
   • Present examples of referential intertextuality in popular texts, such as songs that refer to other artists or literary works that are adapted for cinema.
   • Propose a challenge: present students with a text that contains several references to other works and challenge them to identify them all. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Text Analysis (10 - 15 minutes): In this activity, students will be divided into groups and will receive different texts for analysis. The texts can be excerpts from books, poems, song lyrics, film scripts, advertisements, among others. Each text must contain at least one explicit reference to another text.

   1. The teacher should guide students in identifying the references present in the texts and discussing in their groups how they affect the interpretation of the text.
   2. After the analysis, each group should present one of the texts to the class, explaining the reference found and how it contributes to the meaning of the text.
   3. The teacher should make the necessary corrections and additions, reinforcing the concept of referential intertextuality and the importance of understanding the context of the referenced text for a complete interpretation.

2. Activity 2 - Text Creation (10 - 15 minutes): In this activity, groups will be challenged to create a small text that references other texts.

   1. The teacher should provide the groups with a list of texts from different genres and styles to serve as references.
   2. The groups should choose one or more texts from the list and create a new text that refers to them. It can be a continuation of the story, a parody, a retelling, among others.
   3. After creating the text, each group should present it to the class, explaining the references used and how they were incorporated into the new text.
   4. The teacher should evaluate the texts produced, considering the creativity and the correct use of referential intertextuality.

3. Activity 3 - Debate (5 - 10 minutes): To end the Development of the lesson, the teacher can propose a debate on the influence of referential intertextuality on culture and society.

   1. The teacher should present students with different examples of referential intertextuality in the media, such as in films, series, advertisements, music, among others.
   2. Students should discuss in their groups how these references influence the way we understand and interpret texts, and how they contribute to the construction of culture and identity.
   3. Each group should present their conclusions to the class, and the teacher should mediate the discussion, pointing out the different points of view and reinforcing the importance of referential intertextuality in contemporary society.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should organize a group discussion with all students. This will allow students to share their findings and conclusions with the class. During the discussion, each group should briefly present the solutions or conclusions they reached during the group activities. The teacher should ensure that all students have the opportunity to speak and encourage everyone's participation.

   • The teacher should begin the discussion by asking each group what references they found in the given texts and how they affected the interpretation of the text.
   • Then, the teacher should ask the groups to share the texts they created during the text creation activity, explaining the references used and how they were incorporated into the new text.
   • The teacher should ask questions to encourage reflection and deepen the discussion. For example, you might ask how the chosen references affected the way students wrote the text and how they think these references would be interpreted by a reader.

2. Connection with Theory (3 - 5 minutes): After the discussion, the teacher should revisit the theoretical concepts of the lesson and connect them with the practical activities carried out by the students. The teacher should explain how the analysis of texts and the creation of texts allowed students to observe referential intertextuality in action and better understand how it affects the interpretation of the text.

   • The teacher should review the definitions of referential intertextuality and textual genres, and explain how these concepts were applied during the activities.
   • The teacher should emphasize the importance of understanding the context of the referenced text for a complete interpretation, and how this was evidenced during the analysis of the texts.
   • The teacher should explain how the creation of texts allowed students to experiment with referential intertextuality and better understand how it can be used in text composition.

3. Individual Reflection (2 - 3 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher should ask the following questions and ask students to write down their answers:

   1. What was the most important concept you learned today?
   2. What questions still have not been answered?
   3. How can you apply what you have learned today in your daily life or in other disciplines?
   • After a minute of reflection, the teacher should ask some volunteers to share their responses with the class. The teacher should thank the students for their participation and effort during the lesson, and encourage them to continue studying the topic outside the classroom.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should begin the Conclusion by recalling the main points discussed during the lesson. The concept of referential intertextuality, the difference between referential intertextuality and general intertextuality, and the importance of understanding the context of the referenced text for a complete interpretation should be recapitulated. The teacher should emphasize the variety of textual genres in which referential intertextuality can be found and how it enriches the reading and interpretation of texts.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then reinforce how the lesson connected theory, practice, and applications. It should be emphasized how the analysis of texts and the creation of texts allowed students to observe referential intertextuality in action and better understand how it affects the interpretation of the text. In addition, it should be emphasized how the ability to identify and analyze referential intertextuality is useful not only in literature, but also in advertising, music, cinema, among others.

3. Supplementary Materials (1 - 2 minutes): The teacher should suggest some supplementary materials for students who wish to deepen their knowledge of referential intertextuality. These materials may include articles, books, videos, and websites that explain the concept in more detail, as well as additional exercises for practicing the identification and analysis of referential intertextuality.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the subject for students' daily lives. It should be explained how the ability to identify and analyze referential intertextuality can help students become more critical and attentive readers, able to better understand and appreciate the complexity and diversity of texts. In addition, it should be emphasized how referential intertextuality is a common practice in contemporary culture, and how understanding this phenomenon can enrich students' experience as consumers of culture.