A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/19236 |
Resumo: | The present research, placed in the research line Reading, writing and teaching of Portuguese Language of Portuguese Language Studies Programme, has its theme focused on the relationship between Linguistic Education, teacher and textbook in the 9th grade of elementary school from public schools, in reference of knowledge building and the reading comprehension by ApEn, in the light of Linguistic Education. The questions that orientated this research were 1 "How Linguistic Education, teacher and textbook make possible to the ApEn the building of his knowledge in relation to the traditional teaching model?", 2 "What way Linguistic Education favor the teacher, or EnAp, to stop being a knowledge transmission to be an advisor, who aids ApEn to build his own knowledge?", 3 "The teacher, or EnAp, understands the concept of Linguistic Education to be able to transfer it to the pedagogical reading activities?", and 4 "The new role of EnAp is motivated in the textbook?". Its goals are to identify the building of knowledge and the reading comprehension by ApEn through the relationship between Linguistic Education, teacher and textbook; to investigate which will be the strategies to enable EnAp to let being a person that just transmit knowledge to be a mediator in the teaching-learning process; to identify in the textbooks the opportunities and strategies offered to the AnEn, in a active role, reaches the reading comprehension; to identify how the transposition of Linguistic Education is done by EnAp to ApEn in the practice of classroom; to investigate how the Linguistic Education is merged or not in the textbooks; to identify if the EnAp is stimulated through textbook to act in an autonomous way. A review of the literature was performed based upon data from Linguistic Education theoretician (PALMA and TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), Reading and Reading Pedagogy (KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)), and Active Methodologies (MOSATTO (2016)). As part of the analyzed material, it was applied 06 questionnaires, being the respondents 9th grade teachers in elementary school from public schools, and the analysis of the reading activities from a Portuguese Language textbook for 9th grade. 8 The results showed that the Linguistic Education, through the work with active methodologies and textual genre, stimulates the EnAp to assume his new role as a mediator, giving voice to ApEn. The textbooks need to follow this change making available more room to ApEn autonomy during this practice in the classroom. The reading activities suggested in the textbook must be more aligned to the Linguistic Education to enable ApEn to build his own knowledge |
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Palma, Dieli Vesarohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8570414A3Bertoletti, Márcia Lenise2016-10-21T19:23:54Z2016-09-09Bertoletti, Márcia Lenise. A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura. 2016. 141 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19236The present research, placed in the research line Reading, writing and teaching of Portuguese Language of Portuguese Language Studies Programme, has its theme focused on the relationship between Linguistic Education, teacher and textbook in the 9th grade of elementary school from public schools, in reference of knowledge building and the reading comprehension by ApEn, in the light of Linguistic Education. The questions that orientated this research were 1 "How Linguistic Education, teacher and textbook make possible to the ApEn the building of his knowledge in relation to the traditional teaching model?", 2 "What way Linguistic Education favor the teacher, or EnAp, to stop being a knowledge transmission to be an advisor, who aids ApEn to build his own knowledge?", 3 "The teacher, or EnAp, understands the concept of Linguistic Education to be able to transfer it to the pedagogical reading activities?", and 4 "The new role of EnAp is motivated in the textbook?". Its goals are to identify the building of knowledge and the reading comprehension by ApEn through the relationship between Linguistic Education, teacher and textbook; to investigate which will be the strategies to enable EnAp to let being a person that just transmit knowledge to be a mediator in the teaching-learning process; to identify in the textbooks the opportunities and strategies offered to the AnEn, in a active role, reaches the reading comprehension; to identify how the transposition of Linguistic Education is done by EnAp to ApEn in the practice of classroom; to investigate how the Linguistic Education is merged or not in the textbooks; to identify if the EnAp is stimulated through textbook to act in an autonomous way. A review of the literature was performed based upon data from Linguistic Education theoretician (PALMA and TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), Reading and Reading Pedagogy (KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)), and Active Methodologies (MOSATTO (2016)). As part of the analyzed material, it was applied 06 questionnaires, being the respondents 9th grade teachers in elementary school from public schools, and the analysis of the reading activities from a Portuguese Language textbook for 9th grade. 8 The results showed that the Linguistic Education, through the work with active methodologies and textual genre, stimulates the EnAp to assume his new role as a mediator, giving voice to ApEn. The textbooks need to follow this change making available more room to ApEn autonomy during this practice in the classroom. The reading activities suggested in the textbook must be more aligned to the Linguistic Education to enable ApEn to build his own knowledgeA presente pesquisa, situada na linha de pesquisa Leitura, escrita e ensino de Língua Portuguesa do Programa de Estudos de Língua Portuguesa, tem por tema a relação entre Educação Linguística, professor e livro didático no 9º ano do ensino fundamental em escolas públicas, no que se refere à construção do conhecimento e à compreensão leitora pelo ApEn, à luz da Educação Linguística (EL). As perguntas que orientaram a pesquisa foram 1 "Como a Educação Linguística, o professor e o livro didático possibilitam ao ApEn a construção de seu conhecimento em relação ao modelo tradicional de ensino?", 2 "De que modo a EL favorece o professor, ou EnAp, a deixar de ser um transmissor de conhecimento para se tornar um orientador, que auxilia o ApEn a construir seu próprio conhecimento?", 3 "O professor, ou EnAp, entende o conceito de EL para que possa transpô-lo para as atividades pedagógicas de leitura?" e 4 "O novo papel do EnAp é estimulado no livro didático?". Seus objetivos são identificar a construção do conhecimento e a compreensão leitora do ApEn por meio da relação entre a Educação Linguística, o professor e o livro didático; averiguar quais seriam as estratégias para EnAp deixar de ser apenas um transmissor de conhecimento para se tornar um mediador no processo de ensino-aprendizagem; identificar nos livros didático as oportunidades e estratégias oferecidas para que o ApEn, em um papel ativo, atinja a compreensão leitora; identificar como a transposição da EL é feita pelo EnAp para o ApEn na prática da sala de aula; averiguar como a EL está incorporada ou não aos livros didáticos; identificar se o EnAp é estimulado no livro didático a agir de forma autônoma. A pesquisa bibliográfica para a construção da parte teórica desta dissertação foi feita com base em teóricos da Educação Linguística (com PALMA e TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), da Leitura e da Pedagogia da Leitura (com KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)) e das Metodologias ativas (MOSATTO (2016)). Para compor o material de análise, foram aplicados 06 questionários, sendo os respondentes professores do 9º ano do ensino fundamental de escolas públicas, e a análise de uma atividade de leitura de um livro didático de Língua Portuguesa do 9º ano do ensino fundamental. 6 O resultados obtidos mostraram que a EL, por meio do trabalho com metodologias ativas e gêneros textuais, motiva os EnAp a assumir seu novo papel de mediador, dando voz aos ApEn. Os LD precisam acompanhar essa mudança disponibilizando mais espaço para que o ApEn tenha autonomia em sua docência. As atividades de leitura sugeridas nos LD devem estar mais alinhadas com a EL para que o ApEn construa seu próprio conhecimentoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39924/M%c3%a1rcia%20Lenise%20Bertoletti.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesEducação linguísticaPedagogia da leituraLivro didáticoLinguistic educationReading pedagogyTextbookCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAA educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leiturainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMárcia Lenise Bertoletti.pdf.txtMárcia Lenise Bertoletti.pdf.txtExtracted texttext/plain253118https://repositorio.pucsp.br/xmlui/bitstream/handle/19236/4/M%c3%a1rcia%20Lenise%20Bertoletti.pdf.txt6719028373549e99c7aaa1e80d5d5dddMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
title |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
spellingShingle |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura Bertoletti, Márcia Lenise Educação linguística Pedagogia da leitura Livro didático Linguistic education Reading pedagogy Textbook CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
title_full |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
title_fullStr |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
title_full_unstemmed |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
title_sort |
A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura |
author |
Bertoletti, Márcia Lenise |
author_facet |
Bertoletti, Márcia Lenise |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Palma, Dieli Vesaro |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8570414A3 |
dc.contributor.author.fl_str_mv |
Bertoletti, Márcia Lenise |
contributor_str_mv |
Palma, Dieli Vesaro |
dc.subject.por.fl_str_mv |
Educação linguística Pedagogia da leitura Livro didático |
topic |
Educação linguística Pedagogia da leitura Livro didático Linguistic education Reading pedagogy Textbook CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Linguistic education Reading pedagogy Textbook |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
The present research, placed in the research line Reading, writing and teaching of Portuguese Language of Portuguese Language Studies Programme, has its theme focused on the relationship between Linguistic Education, teacher and textbook in the 9th grade of elementary school from public schools, in reference of knowledge building and the reading comprehension by ApEn, in the light of Linguistic Education. The questions that orientated this research were 1 "How Linguistic Education, teacher and textbook make possible to the ApEn the building of his knowledge in relation to the traditional teaching model?", 2 "What way Linguistic Education favor the teacher, or EnAp, to stop being a knowledge transmission to be an advisor, who aids ApEn to build his own knowledge?", 3 "The teacher, or EnAp, understands the concept of Linguistic Education to be able to transfer it to the pedagogical reading activities?", and 4 "The new role of EnAp is motivated in the textbook?". Its goals are to identify the building of knowledge and the reading comprehension by ApEn through the relationship between Linguistic Education, teacher and textbook; to investigate which will be the strategies to enable EnAp to let being a person that just transmit knowledge to be a mediator in the teaching-learning process; to identify in the textbooks the opportunities and strategies offered to the AnEn, in a active role, reaches the reading comprehension; to identify how the transposition of Linguistic Education is done by EnAp to ApEn in the practice of classroom; to investigate how the Linguistic Education is merged or not in the textbooks; to identify if the EnAp is stimulated through textbook to act in an autonomous way. A review of the literature was performed based upon data from Linguistic Education theoretician (PALMA and TURAZZA (2014), LOMAS (2003), FIGUEIREDO (2010)), Reading and Reading Pedagogy (KLEIMAN (2013), SOLÉ (2009) e FIGUEIREDO (2010)), and Active Methodologies (MOSATTO (2016)). As part of the analyzed material, it was applied 06 questionnaires, being the respondents 9th grade teachers in elementary school from public schools, and the analysis of the reading activities from a Portuguese Language textbook for 9th grade. 8 The results showed that the Linguistic Education, through the work with active methodologies and textual genre, stimulates the EnAp to assume his new role as a mediator, giving voice to ApEn. The textbooks need to follow this change making available more room to ApEn autonomy during this practice in the classroom. The reading activities suggested in the textbook must be more aligned to the Linguistic Education to enable ApEn to build his own knowledge |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-21T19:23:54Z |
dc.date.issued.fl_str_mv |
2016-09-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Bertoletti, Márcia Lenise. A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura. 2016. 141 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19236 |
identifier_str_mv |
Bertoletti, Márcia Lenise. A educação linguística, o professor e o livro didático: desenvolvimento da pedagogia da leitura. 2016. 141 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
url |
https://tede2.pucsp.br/handle/handle/19236 |
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Pontifícia Universidade Católica de São Paulo |
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PUC-SP |
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Brasil |
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Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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