Em busca do sentido da leitura: uma investigação interdisciplinar

• Autor(a) principal: Pires, Célia Silva Andrade
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9655
• topic: Leitura e escrita; Formação de professores; Projetos; Interdisciplinaridade; Reading and writing; Teacher education; Projects; Interdisciplinarity; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The theme in search for meaning in reading: an interdisciplinary research assumes that reading interdisciplinary projects will contribute to the formation of competent readers and writers. To investigate the issue of reading involve opening up the other assumptions of this theme. The understanding of the concepts studied and indicators that will arise during the production of new knowledge may contribute to the formation of new readers. Research finds benefits for teacher training in the theory of interdisciplinary. The research is organized by dialogue and metaphor of the mandala as a possibility to find the meanings of the proposed projects readings in teacher education, interdisciplinary by five principles: humility, consistency, wait, respect and detachment. Based on these principles interdisciplinary projects readings may enable the development of reader ability of students in the 5th year of primary education, teacher training by the search to be interdisciplinary. Articulated by the projects of readings, students and teachers can access information and languages different from usual. The reading will allow the activity of verbal communication and, as such, liable to be examined by writing. To read become an intellectual practice is necessary that it is more than letters, rather than registration, it must be capable of understanding by those who do. Reading as a social object is an achievement of humanity, a great step forward for all forms of communication, previously produced by the bias that the dialogue should propose certain spaces to time to announce advances in the area, in teacher education, for projects that help in teacher training and student perspective to be competent readers and interdisciplinary