The future Language and Literature teacher’s initial training: focusing on reading mediation
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4822 |
Resumo: | This paper aims to discuss how literary mediation occurs in a Language and Literature course at a university in the Southern of Brazil, which is part of Santa Catarina’s Association of Educational Foundations (Acafe) and its impact on the education of future teachers. This is an exploratory qualitative research. Data was collected through an interview with an eight-student focus group taking the Literary Studies subject. Though not an interviewee, the literature teacher was considered a research participant because, through the academics' testimonies, student’s perceptions were identified about her performance in the classroom, and her methodological and theoretical choices. The data analysis followed the content analysis based on Franco (2008). The study was drawn from Barthes (2015, 1992), Duarte Júnior. (2010, 2012), Martins (2005, 2014), Neitzel et al. (2017), Todorov (2020), among others. Results indicate: the mediation of the literary reading occurred from the professor’s conception that to mediate implies an attitude of valuing the other; mediation took place by the proposition of objects and spaces - books, paintings, music, postcards, excerpts from films, among others -, which the professor explored to give the students the opportunity to appreciate the literary text as an aesthetic and artistic object; the proposition spaces, such as corridors, stairs, libraries, outdoor spaces and the classroom, were experimented to broaden the students’ perceptions of the book and to be affected by it. The experiences rippled and there are indications that they contributed to the aesthetic education of the future teachers. |
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The future Language and Literature teacher’s initial training: focusing on reading mediationLa formación inicial del (la) futuro(a) profesor(a) de Letras: la mediación de lectura en foco A formação inicial do(a) futuro(a) professor(a) de Letras: a mediação de leitura em focohigher educationreading mediationteacher education.reading mediation; teacher educationeducación superiorformación de profesores(as)mediación de lectura.mediación de lectura; formación de profesores(as).ensino superiorformação de professoresmediação em leitura.mediação em leitura; formação de professores(as)This paper aims to discuss how literary mediation occurs in a Language and Literature course at a university in the Southern of Brazil, which is part of Santa Catarina’s Association of Educational Foundations (Acafe) and its impact on the education of future teachers. This is an exploratory qualitative research. Data was collected through an interview with an eight-student focus group taking the Literary Studies subject. Though not an interviewee, the literature teacher was considered a research participant because, through the academics' testimonies, student’s perceptions were identified about her performance in the classroom, and her methodological and theoretical choices. The data analysis followed the content analysis based on Franco (2008). The study was drawn from Barthes (2015, 1992), Duarte Júnior. (2010, 2012), Martins (2005, 2014), Neitzel et al. (2017), Todorov (2020), among others. Results indicate: the mediation of the literary reading occurred from the professor’s conception that to mediate implies an attitude of valuing the other; mediation took place by the proposition of objects and spaces - books, paintings, music, postcards, excerpts from films, among others -, which the professor explored to give the students the opportunity to appreciate the literary text as an aesthetic and artistic object; the proposition spaces, such as corridors, stairs, libraries, outdoor spaces and the classroom, were experimented to broaden the students’ perceptions of the book and to be affected by it. The experiences rippled and there are indications that they contributed to the aesthetic education of the future teachers.O objetivo deste artigo é discutir como ocorre a mediação do literário no curso de Letras de uma universidade do sul do Brasil da rede da Associação Catarinense das Fundações Educacionais (Acafe) e o impacto dessa mediação na formação do(a) futuro(a) docente. É uma pesquisa qualitativa de natureza exploratória. O instrumento de coleta utilizado consistiu em entrevista por meio de grupo focal com oito acadêmicos do curso de Letras, na disciplina de Estudos Literários. A professora de Literatura não foi entrevistada, mas é considerada sujeito de pesquisa porque, mediante os depoimentos dos acadêmicos, identificamos as percepções sobre a atuação dela em sala de aula, suas escolhas metodológicas e teóricas. A análise dos dados ocorreu de acordo com a análise de conteúdo segundo Franco (2008). O estudo fundamentou-se em Barthes (2015, 1992), Duarte Júnior. (2010, 2012), Mirian Martins (2005, 2014), Neitzel et al. (2017), Todorov (2020), entre outros. Os resultados indicam que: a mediação da leitura do literário ocorreu a partir da concepção da professora de que mediar implica uma postura de valorização do outro; a mediação deu-se por meio de objetos e espaços propositores – livros, pinturas, músicas, cartõespostais, trechos de filmes, entre outros –, os quais a professora explorou para oportunizar aos(às) acadêmicos(as) a apreciação do texto literário como objeto estético e artístico; os espaços propositores, como corredores, escadas, bibliotecas, espaços ao ar livre e a própria sala de aula, foram experimentados para ampliar as percepções dos(as) acadêmicos(as) sobre a obra e por ela serem afetados(as). As experiências reverberaram e há indícios de que contribuíram para a educação estética dos(as) futuros(as) docentes. El objetivo de este artículo es discutir cómo ocurre la mediación de lo literario en la carrera de Letras de una Universidad del sur de Brasil de la red Associação Catarinense das Fundações Educacionais (Acafe) y su impacto en la formación de la futuro(a) docente. Es una investigación cualitativa de 162 Adair Aguiar Neitzel Cleide Jussara Muller Pareja Amanda Demétrio dos Santos Rev. bras. Estud. pedagog., Brasília, v. 103, n. 263, p. 160-180, jan./abr. 2022. naturaleza exploratoria. El instrumento de recolección de datos consistió en una entrevista a través de un grupo focal de ocho estudiantes del grado de Letras, en la asignatura de Estudios Literarios. La profesora de literatura no fue entrevistada, pero se la considera sujeto de investigación porque, a través de los testimonios de los estudiantes universitarios, identificamos sus percepciones sobre su desempeño en el aula, sus elecciones metodológicas y teóricas. El análisis de los datos fue de acuerdo con el contenido, según Franco (2008). El estudio se fundamentó en Barthes (2015, 1992), Duarte Júnior (2010, 2012), Martins (2005, 2014), Neitzel et al. (2017), Todorov (2020), entre otros. Los resultados indican que: la mediación de la lectura de lo literario ocurrió a partir de la concepción de la profesora de que mediar implica una postura de valoración del otro; la mediación se dio por medio de objetos y espacios propulsores –libros, pinturas, música, tarjetas postales, extractos de películas, y otros –, que la docente exploró con el fin de posibilitar a los(as) estudiantes universitarios(as) la apreciación del texto literario como objeto estético y artístico; los espacios propulsores, como pasillos, escaleras, bibliotecas, espacios al aire libre y el proprio aula en sí, fueron experimentados a fin de ampliar las percepciones de los estudiantes del grado sobre la obra y analizar cómo ella les afectó. Las experiencias repercutieron y hay indicios de que contribuyeron a la educación estética de los(las) futuros(as) docentes.INEP2022-04-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/482210.24109/2176-6681.rbep.103i263.4822Revista Brasileira de Estudos Pedagógicos; v. 103 n. 263 (2022)Revista Brasileña de Estudios Pedagógicos; Vol. 103 Núm. 263 (2022)Brazilian Journal of Pedagogical Studies ; Vol 103 No 263 (2022)2176-66810034-718310.24109/2176-6681.rbep.103i263reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4822/407710.24109/2176-6681.rbep.103i263.4077Copyright (c) 2022 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessde Aguiar Neitzel , AdairJussara Müller Pareja, Cleidedos Santos, Amanda Demétrio2022-06-01T14:50:49Zoai:ojs3.inep:article/4822Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-06-01T14:50:49Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
The future Language and Literature teacher’s initial training: focusing on reading mediation La formación inicial del (la) futuro(a) profesor(a) de Letras: la mediación de lectura en foco A formação inicial do(a) futuro(a) professor(a) de Letras: a mediação de leitura em foco |
title |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
spellingShingle |
The future Language and Literature teacher’s initial training: focusing on reading mediation de Aguiar Neitzel , Adair higher education reading mediation teacher education. reading mediation; teacher education educación superior formación de profesores(as) mediación de lectura. mediación de lectura; formación de profesores(as). ensino superior formação de professores mediação em leitura. mediação em leitura; formação de professores(as) |
title_short |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
title_full |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
title_fullStr |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
title_full_unstemmed |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
title_sort |
The future Language and Literature teacher’s initial training: focusing on reading mediation |
author |
de Aguiar Neitzel , Adair |
author_facet |
de Aguiar Neitzel , Adair Jussara Müller Pareja, Cleide dos Santos, Amanda Demétrio |
author_role |
author |
author2 |
Jussara Müller Pareja, Cleide dos Santos, Amanda Demétrio |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
de Aguiar Neitzel , Adair Jussara Müller Pareja, Cleide dos Santos, Amanda Demétrio |
dc.subject.por.fl_str_mv |
higher education reading mediation teacher education. reading mediation; teacher education educación superior formación de profesores(as) mediación de lectura. mediación de lectura; formación de profesores(as). ensino superior formação de professores mediação em leitura. mediação em leitura; formação de professores(as) |
topic |
higher education reading mediation teacher education. reading mediation; teacher education educación superior formación de profesores(as) mediación de lectura. mediación de lectura; formación de profesores(as). ensino superior formação de professores mediação em leitura. mediação em leitura; formação de professores(as) |
description |
This paper aims to discuss how literary mediation occurs in a Language and Literature course at a university in the Southern of Brazil, which is part of Santa Catarina’s Association of Educational Foundations (Acafe) and its impact on the education of future teachers. This is an exploratory qualitative research. Data was collected through an interview with an eight-student focus group taking the Literary Studies subject. Though not an interviewee, the literature teacher was considered a research participant because, through the academics' testimonies, student’s perceptions were identified about her performance in the classroom, and her methodological and theoretical choices. The data analysis followed the content analysis based on Franco (2008). The study was drawn from Barthes (2015, 1992), Duarte Júnior. (2010, 2012), Martins (2005, 2014), Neitzel et al. (2017), Todorov (2020), among others. Results indicate: the mediation of the literary reading occurred from the professor’s conception that to mediate implies an attitude of valuing the other; mediation took place by the proposition of objects and spaces - books, paintings, music, postcards, excerpts from films, among others -, which the professor explored to give the students the opportunity to appreciate the literary text as an aesthetic and artistic object; the proposition spaces, such as corridors, stairs, libraries, outdoor spaces and the classroom, were experimented to broaden the students’ perceptions of the book and to be affected by it. The experiences rippled and there are indications that they contributed to the aesthetic education of the future teachers. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4822 10.24109/2176-6681.rbep.103i263.4822 |
url |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4822 |
identifier_str_mv |
10.24109/2176-6681.rbep.103i263.4822 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4822/4077 10.24109/2176-6681.rbep.103i263.4077 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
INEP |
publisher.none.fl_str_mv |
INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 103 n. 263 (2022) Revista Brasileña de Estudios Pedagógicos; Vol. 103 Núm. 263 (2022) Brazilian Journal of Pedagogical Studies ; Vol 103 No 263 (2022) 2176-6681 0034-7183 10.24109/2176-6681.rbep.103i263 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
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Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
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INEP |
institution |
INEP |
reponame_str |
Revista Brasileira de Estudos Pedagógicos (Online) |
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Revista Brasileira de Estudos Pedagógicos (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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