O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/29632 |
Resumo: | The results of the 2019 São Paulo State School Performance Assessment System (Saresp) revealed that most 9th grade students demonstrated proficiency levels corresponding to what they showed when they were in 5th grade (Brazilian education system).Thus, driven by concerns about the teaching of reading in public schools, specifically in elementary level, this research aimed to investigate how the teacher can contribute to the training of reading of 9th grade students in the São Paulo State public education network. The specific objectives were: to identify if there are differences regarding the practices of the teaching of reading developed in the 5th and 9th grades of elementary school; to verify if the teaching of reading practices have changed due to the social distancing imposed by the Covid-19 pandemic, and to present remarks which help the teaching of reading process in the 9th grade of elementary school. The study started from the hypothesis that the teaching of reading, through strategic procedures, can enhance the development of students’ reading competence; more specifically, that the teacher, as a mediator, must invest in metacognitive strategies to promote conditions for improving students' reading competence. The building of the theoretical framework was based on studies about the teaching of reading in school and reading strategies. Since this is a qualitative study, the data production tool used was individual semi-structured interviews with teachers, teacher coordinators (so-called PCs), and teacher coordinators of the Pedagogic Centre (so-called PCNPs) of the Elementary School in São Paulo State education network, summing up 10 participants. The data analysis, based on the content analysis methodology, pointed out that, in many the teaching of reading practices, the text was not explored to its full potential, since the reading strategies, when used by some research participants, were not deepened, or were transformed into mechanistic reading techniques without reflection on what the texts would enable us to think carefully. Maybe that is why these strategies have not contributed to the training of proficient readers |
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Passarelli, Lílian Maria Ghiurohttp://lattes.cnpq.br/1266427942692895http://lattes.cnpq.br/1216538859142245Silva, Ednaldo Torres da2022-11-03T18:39:57Z2022-11-03T18:39:57Z2022-09-16Silva, Ednaldo Torres da. O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/29632The results of the 2019 São Paulo State School Performance Assessment System (Saresp) revealed that most 9th grade students demonstrated proficiency levels corresponding to what they showed when they were in 5th grade (Brazilian education system).Thus, driven by concerns about the teaching of reading in public schools, specifically in elementary level, this research aimed to investigate how the teacher can contribute to the training of reading of 9th grade students in the São Paulo State public education network. The specific objectives were: to identify if there are differences regarding the practices of the teaching of reading developed in the 5th and 9th grades of elementary school; to verify if the teaching of reading practices have changed due to the social distancing imposed by the Covid-19 pandemic, and to present remarks which help the teaching of reading process in the 9th grade of elementary school. The study started from the hypothesis that the teaching of reading, through strategic procedures, can enhance the development of students’ reading competence; more specifically, that the teacher, as a mediator, must invest in metacognitive strategies to promote conditions for improving students' reading competence. The building of the theoretical framework was based on studies about the teaching of reading in school and reading strategies. Since this is a qualitative study, the data production tool used was individual semi-structured interviews with teachers, teacher coordinators (so-called PCs), and teacher coordinators of the Pedagogic Centre (so-called PCNPs) of the Elementary School in São Paulo State education network, summing up 10 participants. The data analysis, based on the content analysis methodology, pointed out that, in many the teaching of reading practices, the text was not explored to its full potential, since the reading strategies, when used by some research participants, were not deepened, or were transformed into mechanistic reading techniques without reflection on what the texts would enable us to think carefully. Maybe that is why these strategies have not contributed to the training of proficient readersOs resultados do Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (Saresp) de 2019 revelaram que a maioria dos estudantes do 9º ano do Ensino Fundamental demonstrou níveis de proficiência correspondentes ao que eles apresentaram quando estavam no 5º ano. Assim, movida por inquietações relacionadas ao ensino de leitura na escola pública, especificamente no Ensino Fundamental, esta pesquisa teve como objetivo geral investigar como o professor pode contribuir para a formação leitora dos alunos do 9º ano da rede pública estadual de São Paulo. Os objetivos específicos foram: identificar se há diferenças em relação às práticas de ensino de leitura desenvolvidas no 5º e no 9º ano do Ensino Fundamental; verificar se as práticas de ensino de leitura sofreram modificações, em decorrência do afastamento social imposto pela pandemia da Covid-19, e apresentar apontamentos que favoreçam o processo de ensino de leitura no 9º ano do Ensino Fundamental. O estudo partiu da hipótese de que o ensino de leitura por meio de procedimentos estratégicos pode potencializar o desenvolvimento da competência leitora dos estudantes; mais especificamente, que o professor, como mediador, deve investir em estratégias metacognitivas para promover condições de melhoria da competência leitora dos estudantes. A construção do referencial teórico embasou-se em estudos acerca do ensino de leitura na escola e das estratégias de leitura. Por se tratar de um estudo qualitativo, adotou-se como instrumento de produção de dados a entrevista individual semiestruturada, realizada com professoras, professoras coordenadoras (PCs) e professoras coordenadoras do Núcleo Pedagógico (PCNPs) do Ensino Fundamental da rede pública de ensino de São Paulo, totalizando 10 participantes. A análise dos dados, fundamentada na metodologia de análise de conteúdo, apontou que, em muitas práticas de ensino de leitura, o texto não foi explorado em toda a sua potencialidade, visto que as estratégias de leitura, quando utilizadas por algumas participantes da pesquisa, não foram aprofundadas, ou foram transformadas em técnicas mecanicistas de leitura, sem reflexão sobre o que os textos possibilitariam refletir. Talvez por isso, essas estratégias não têm contribuído para a formação de leitores proficientes.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAEnsino de leituraEstratégias de leituraCompetência leitoraEnsino fundamentalCovid-19Teaching of readingReading strategiesReading competenceElementary SchoolCovid-19O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALEdnaldo Torres da Silva.pdfapplication/pdf1755226https://repositorio.pucsp.br/xmlui/bitstream/handle/29632/1/Ednaldo%20Torres%20da%20Silva.pdfb03bd8b66d4d5bc6621a0bc27be92420MD51TEXTEdnaldo Torres da Silva.pdf.txtEdnaldo Torres da Silva.pdf.txtExtracted texttext/plain744942https://repositorio.pucsp.br/xmlui/bitstream/handle/29632/2/Ednaldo%20Torres%20da%20Silva.pdf.txt9a2525e25d6d22d036eb018b257870a8MD52THUMBNAILEdnaldo Torres da Silva.pdf.jpgEdnaldo Torres da Silva.pdf.jpgGenerated Thumbnailimage/jpeg1172https://repositorio.pucsp.br/xmlui/bitstream/handle/29632/3/Ednaldo%20Torres%20da%20Silva.pdf.jpg327282811d0f3d996d75edd86c37229aMD53handle/296322022-11-04 10:59:15.942oai:repositorio.pucsp.br:handle/29632Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-11-04T13:59:15Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
title |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
spellingShingle |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo Silva, Ednaldo Torres da CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Ensino de leitura Estratégias de leitura Competência leitora Ensino fundamental Covid-19 Teaching of reading Reading strategies Reading competence Elementary School Covid-19 |
title_short |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
title_full |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
title_fullStr |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
title_full_unstemmed |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
title_sort |
O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo |
author |
Silva, Ednaldo Torres da |
author_facet |
Silva, Ednaldo Torres da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1266427942692895 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1216538859142245 |
dc.contributor.author.fl_str_mv |
Silva, Ednaldo Torres da |
contributor_str_mv |
Passarelli, Lílian Maria Ghiuro |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
topic |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Ensino de leitura Estratégias de leitura Competência leitora Ensino fundamental Covid-19 Teaching of reading Reading strategies Reading competence Elementary School Covid-19 |
dc.subject.por.fl_str_mv |
Ensino de leitura Estratégias de leitura Competência leitora Ensino fundamental Covid-19 |
dc.subject.eng.fl_str_mv |
Teaching of reading Reading strategies Reading competence Elementary School Covid-19 |
description |
The results of the 2019 São Paulo State School Performance Assessment System (Saresp) revealed that most 9th grade students demonstrated proficiency levels corresponding to what they showed when they were in 5th grade (Brazilian education system).Thus, driven by concerns about the teaching of reading in public schools, specifically in elementary level, this research aimed to investigate how the teacher can contribute to the training of reading of 9th grade students in the São Paulo State public education network. The specific objectives were: to identify if there are differences regarding the practices of the teaching of reading developed in the 5th and 9th grades of elementary school; to verify if the teaching of reading practices have changed due to the social distancing imposed by the Covid-19 pandemic, and to present remarks which help the teaching of reading process in the 9th grade of elementary school. The study started from the hypothesis that the teaching of reading, through strategic procedures, can enhance the development of students’ reading competence; more specifically, that the teacher, as a mediator, must invest in metacognitive strategies to promote conditions for improving students' reading competence. The building of the theoretical framework was based on studies about the teaching of reading in school and reading strategies. Since this is a qualitative study, the data production tool used was individual semi-structured interviews with teachers, teacher coordinators (so-called PCs), and teacher coordinators of the Pedagogic Centre (so-called PCNPs) of the Elementary School in São Paulo State education network, summing up 10 participants. The data analysis, based on the content analysis methodology, pointed out that, in many the teaching of reading practices, the text was not explored to its full potential, since the reading strategies, when used by some research participants, were not deepened, or were transformed into mechanistic reading techniques without reflection on what the texts would enable us to think carefully. Maybe that is why these strategies have not contributed to the training of proficient readers |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-03T18:39:57Z |
dc.date.available.fl_str_mv |
2022-11-03T18:39:57Z |
dc.date.issued.fl_str_mv |
2022-09-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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publishedVersion |
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Silva, Ednaldo Torres da. O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/29632 |
identifier_str_mv |
Silva, Ednaldo Torres da. O desenvolvimento da competência leitora no Ensino Fundamental na Rede Estadual de Ensino de São Paulo. 2022. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
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