O Pensar Alto em Grupo como prática dialógica de leitura literária: os leitores entram em cena

• Autor(a) principal: Melo, Edsônia de Souza Oliveira
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/24856
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA; Interação; Leitura; Pensar Alto em Grupo; Interaction; Reading; Group Think-Aloud

The purpose of this research is to examine the effects of Group Think-Aloud as a literacy practice with regard to its potential to contribute to students‟ citizenship formation as readers of literary texts. For this reason, the reading stories of a group of High School students from The Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso/IFMT – campus Cuiabá (Federal Institute of Education, Science and Technology of Mato Grosso – IFMT- Cuiabá‟s campus) were analyzed. Group Think-Aloud (ZANOTTO, 1995; 2014; 2016) is a dialogical and collaborative reading practice that promotes readers‟ active participation and therefore can be a coherent alternative to work with literary texts in a more humanized way (CANDIDO, 2011). Thus, within the contemporary applied linguistics framework, oriented by the qualitative paradigm (MOITA LOPES, 1994; 2006), this research was not only limited to analyzing the students‟ discourses about their reading experience, but also to developing a proposition to read literary texts aiming at the students‟ active and responsive participation (BAKHTIN, 2003). The theoretical framework was based on language studies, which guided the reflections about reading as an interactive process. Concomitantly, it was substantiated by the ideas of Freire (1979; 1989; 2006) with respect to knowledge related to education as a practice of freedom and the teacher-student relationship in the building of knowledge and Candido (2011), who supports the humanization of reading and literature as an essential right. In order to achieve the goals of this research, three questions guided this study: i. What discourses are enunciated by the students regarding their passing of IFMT‟s entrance exam and their reading practice, especially in terms of literature? ii. What actions and interventions of the teacher-researcher fostered the building of dialogical relations in the group during the meetings? iii. What contribution(s) did Group ThinkAloud, as a literacy practice, bring to improve students‟ relationship with reading and literature? Thus, the data presented herein encompass the voices enunciated by the students-readers in two different stages: first, a group interview was conducted in a way that each participant could talk about yourself based on a theme-question which led to the discourses shared among mediator-students-students. The interview was crucial to create a bond and a relationship of trust in the group. In the second stage, the generation of data occurred through Group Think-Aloud, which allowed students‟ free and spontaneous participation in the joint building of multiple poetry readings. The data demonstrated that the readers took the role of protagonists and developed active and responsive participation by reading the poems critically and becoming coconstructors. This shows that GTA contributes to the formation of readers as a dialogical, liberating, and humanizing literacy practice