Narrativas de crianças na sala de leitura: os sentidos atribuídos ao ato de ler

• Autor(a) principal: Moreira, Cacilda Evangelista de Andrade
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/253
• topic: Sala de leitura - Narrativas; Ensino fundamental; Estímulo à leitura; Infância; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The research aimed to investigate, based on the narratives of children in the 5th grade of elementary school who attend the reading room of a school in the São Paulo Municipal Network, the meanings attributed by them to the reading room and books. For this, the path taken by the reading rooms in Brazil was resumed, more specifically in the city of São Paulo. The theoretical dialogues were established with Paulo Freire, (1989) who highlights the importance of reading, with authors who study childhood Sarmento, (2008) and Corsaro, (2011), and with researchers who are dedicated to the study of Passeggi narratives. et al. (2014a). The research is part of the qualitative approach, more specifically the (auto) biographical research that is based on narratives. It was held in a public school of the Municipal Network of São Paulo and had the participation of five children who attend the 5th grade of elementary school. The data were produced on conversational wheels. From the perspective of children, the reading room is a space in which they can experience the freedom and joy based on the choice and shared reading of the books that please them. Books, in turn, are seen as paths that lead to unknown places and allow contact with the different dimensions of life. For children, reading comes close to playing learning, in the reading room they play with the stories that books tell and thus learn; They are able to see that and can still improve, so they make suggestions that deserve to be taken into account.