Leitura compartilhada promovendo o encontro de leitores com a literatura

• Autor(a) principal: Poglia, Cláudia Maria
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3270
• topic: Literatura infantil; Leitura compartilhada; Mediação

In the present work the importance of the shared reading was approached, starting from the oral reading of literary texts, as being an essential practice for the reader's formation, having the mediation as a fundamental aspect in the constitution of the reader in potential. The choice of the theme was motivated by the necessity of incentive of shared reading, above mainly in the first years of the Fundamental Teaching, for considering this the promising moment to start the reading itinerary. The research was accomplished at Cenecista Padre Manoel Gomes Gonzalez School, in Nonoai (RS), in a group of the 3year degree of the Fundamental Teaching. The central objective of the research was to contemplate how the children in school age, especially, in the first years of the Fundamental Teaching, receive the literary text through the shared reading. And also how this kind of activity makes the child close to the individualized literary reading. For that, was used bibliographical research and intervention for considering them more appropriate to the proposed objectives. The bibliographical research supplied the necessary supports to sustain the study proposal. The intervention activities, aided in the theoretical contributions, allowed us to know the profile of the students' reading: their abilities and literary competences; perception capacity, of creation and recreation acquired along their experiences with the reading; their readings and re-readings related with his/her imaginative capacity and lived experiences; the capacity to relate the text to their memories and memoirs; the interaction with the text and the capacity of filling out the gaps left by the writer. The analysis of the activities pointed an exciting interest and motivation for the spoken reading and also for the shared reading. Heard o read histories, when apprehended by the reader, they generated new meanings and they served as support for a larger understanding of the context, in which they are inserted. This competence was observed in the speech and in the activities developed by the students. Actions and practices of motivation intensified the pleasure for the reading and they took the readers to acquire and to elaborate knowledge, as well as to improve and to remake those that already had it