Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/22149 |
Resumo: | “This research is the product of an investigation work, following the “Portuguese Language reading, writing and teaching” research line of the Portuguese Language Studies Program of the Pontific Catholic University of São Paulo which has as its scope to analyze, under the perspective of the Linguistic Education, how the high school textbook contributes to the development of the reading competence and how it develops this aspect. The questions which oriented the research were 1 “ What’s the treatment given to the development of the reading competence in the high school Portuguese textbooks?” 2 “How does the Linguistic Education contribute to the reading teaching-learning process?” and 3 “ “ Do the activities proposed by the textbooks activate the different moments of the reading competence development process – the semasiological script: comprehension, interpretation and criticism – so that it contributes to the development of the reading competence?”. The present research has as its general goal to reflect about the reading competence and as specific goals: identifying how the reading competence is built in the textbook; showing the way the double dimension of the Linguistic Education contributes to form the competent reader; and, checking, in the reading activities presented by the chosen textbooks for the analysis, if there’s the activation of the three semasiological script moments. The theoretical basis relies on bibliographic research based on the Linguistic Education theoreticals (with PALMA E TURAZZA (2014), LOMAS ( 2014) FREIRE (1989, 2001), FERNÁNDEZ (2001), BECHARA (1986) and scholars of reading under an interactional-social–cognitive paradigm (with KOCH AND ELIAS (2015), SOLÉ (2014,1998) BECHARA (2002), MARCHUSCHI (2012), KLEIMAN (2011), ROJO AND JURADO (2006) , and BLOOME AND ROBERTSON (1993)). The chosen corpus is composed by two textbooks written by widely adopted authors in the Brazilian high school, from which reading and reading comprehension activities were selected as the basis of the developed analysis. The results show that the textbook can be efficient for contributing to the development of the reading competence, since it is connected to proposals which are able to use suitable strategies for different readings and question which lead to the development of the semasiological script. Teachers need to intervene in the reading competence development process so that they can articulate the didactic situation and the didactic trasposition based on the Linguistic Education (LE) and its double perspective: pedagogical and linguistic. Working with reading and textbooks can have more effectiveness if it is based on the interactional-social–cognitive paradigm in order to cooperate with the effective reading competence development throughout high school |
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Palma, Dieli Vesarohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8878941T1Mesquita, Ricardo Ugeda2019-05-21T12:38:25Z2019-03-21Mesquita, Ricardo Ugeda. Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística. 2018. 144 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/22149“This research is the product of an investigation work, following the “Portuguese Language reading, writing and teaching” research line of the Portuguese Language Studies Program of the Pontific Catholic University of São Paulo which has as its scope to analyze, under the perspective of the Linguistic Education, how the high school textbook contributes to the development of the reading competence and how it develops this aspect. The questions which oriented the research were 1 “ What’s the treatment given to the development of the reading competence in the high school Portuguese textbooks?” 2 “How does the Linguistic Education contribute to the reading teaching-learning process?” and 3 “ “ Do the activities proposed by the textbooks activate the different moments of the reading competence development process – the semasiological script: comprehension, interpretation and criticism – so that it contributes to the development of the reading competence?”. The present research has as its general goal to reflect about the reading competence and as specific goals: identifying how the reading competence is built in the textbook; showing the way the double dimension of the Linguistic Education contributes to form the competent reader; and, checking, in the reading activities presented by the chosen textbooks for the analysis, if there’s the activation of the three semasiological script moments. The theoretical basis relies on bibliographic research based on the Linguistic Education theoreticals (with PALMA E TURAZZA (2014), LOMAS ( 2014) FREIRE (1989, 2001), FERNÁNDEZ (2001), BECHARA (1986) and scholars of reading under an interactional-social–cognitive paradigm (with KOCH AND ELIAS (2015), SOLÉ (2014,1998) BECHARA (2002), MARCHUSCHI (2012), KLEIMAN (2011), ROJO AND JURADO (2006) , and BLOOME AND ROBERTSON (1993)). The chosen corpus is composed by two textbooks written by widely adopted authors in the Brazilian high school, from which reading and reading comprehension activities were selected as the basis of the developed analysis. The results show that the textbook can be efficient for contributing to the development of the reading competence, since it is connected to proposals which are able to use suitable strategies for different readings and question which lead to the development of the semasiological script. Teachers need to intervene in the reading competence development process so that they can articulate the didactic situation and the didactic trasposition based on the Linguistic Education (LE) and its double perspective: pedagogical and linguistic. Working with reading and textbooks can have more effectiveness if it is based on the interactional-social–cognitive paradigm in order to cooperate with the effective reading competence development throughout high schoolEsta pesquisa é o produto de um trabalho de investigação, situado na linha de pesquisa "Leitura, Escrita e Ensino de Língua Portuguesa" do Programa de Estudos de Língua Portuguesa da Pontifícia Universidade Católica de São Paulo que tem como escopo analisar, sob a perspectiva da Educação Linguística, de que maneira o livro didático de Ensino Médio contribui para o desenvolvimento da competência leitora e como ele desenvolve esse aspecto. As perguntas que orientaram a pesquisa foram 1 " Qual o tratamento dado ao desenvolvimento da competência leitora nos livros didáticos de Ensino Médio?” 2 " De que modo a Educação Linguística contribui no processo de ensino-aprendizagem da leitura?” e 3 " As atividades propostas pelos livros didáticos acionam os momentos distintos do processo de desenvolvimento da competência leitora - o roteiro semasiológico: compreensão, interpretação e crítica - de forma a contribuir com o desenvolvimento da competência leitora?”. A presente pesquisa tem como objetivo geral fazer uma reflexão sobre a competência leitora e como objetivos específicos: identificar de que forma a competência leitora é construída no livro didático; apresentar de que modo a dupla dimensão da Educação Linguística contribui para formar o leitor competente; e, verificar, nas atividades de leitura propostas pelos livros didáticos selecionados para análise, se há a ativação dos três momentos do roteiro semasiológico. A base teórica apoia-se em pesquisa bibliográfica com base em teóricos da Educação Linguística (com PALMA E TURAZZA (2014), LOMAS ( 2014) FREIRE (1989, 2001), FERNÁNDEZ (2001), BECHARA (1986) e estudiosos da Leitura sob um paradigma cognitivista-sócio-interacional (com KOCH E ELIAS (2015), SOLÉ (2014,1998) BECHARA (2002), MARCHUSCHI (2012), KLEIMAN (2011), ROJO E JURADO (2006) , e BLOOME E ROBERTSON (1993)) . O corpus selecionado é composto por dois livros didáticos de autores amplamente adotados no Ensino Médio brasileiro, a partir dos quais foram selecionadas atividades de leitura e interpretação de texto que serviram como base para a análise desenvolvida. O resultado obtido apresenta que o livro didático pode representar ser eficaz para contribuir com o desenvolvimento da competência leitora, desde que esteja alinhado a propostas capazes de utilizar estratégias adequadas a diferentes leituras e questões que conduzam ao desenvolvimento do roteiro semasiológico. O EnAp precisa intervir nesse processo de desenvolvimento da competência leitora de forma a articular a situação e a transposição didática pautado na EL e sua dupla perspectiva: pedagógica e linguística. O trabalho com a leitura e o livro didático pode ter maior efetividade se baseado no paradigma cognitivista-sócio-interacional para colaborar com o efetivo desenvolvimento da competência leitora ao longo do Ensino MédioCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/49030/Ricardo%20Ugeda%20Mesquita.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesEducação LinguísticaLeituraRoteiro semasiológicoLivro didáticoLinguistic educationReadingSemasiological scriptTextbookCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESACompetência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação LinguísticaReading competence: analysis of the High School Portuguese textbook, under the perspective of the Linguistic Educationinfo: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_SPTEXTRicardo Ugeda Mesquita.pdf.txtRicardo Ugeda Mesquita.pdf.txtExtracted texttext/plain244104https://repositorio.pucsp.br/xmlui/bitstream/handle/22149/4/Ricardo%20Ugeda%20Mesquita.pdf.txt460509f502ea46d6eb2cc3e7f052fae2MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
dc.title.alternative.eng.fl_str_mv |
Reading competence: analysis of the High School Portuguese textbook, under the perspective of the Linguistic Education |
title |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
spellingShingle |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística Mesquita, Ricardo Ugeda Educação Linguística Leitura Roteiro semasiológico Livro didático Linguistic education Reading Semasiological script Textbook CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
title_full |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
title_fullStr |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
title_full_unstemmed |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
title_sort |
Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística |
author |
Mesquita, Ricardo Ugeda |
author_facet |
Mesquita, Ricardo Ugeda |
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=K8878941T1 |
dc.contributor.author.fl_str_mv |
Mesquita, Ricardo Ugeda |
contributor_str_mv |
Palma, Dieli Vesaro |
dc.subject.por.fl_str_mv |
Educação Linguística Leitura Roteiro semasiológico Livro didático |
topic |
Educação Linguística Leitura Roteiro semasiológico Livro didático Linguistic education Reading Semasiological script Textbook CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Linguistic education Reading Semasiological script Textbook |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
“This research is the product of an investigation work, following the “Portuguese Language reading, writing and teaching” research line of the Portuguese Language Studies Program of the Pontific Catholic University of São Paulo which has as its scope to analyze, under the perspective of the Linguistic Education, how the high school textbook contributes to the development of the reading competence and how it develops this aspect. The questions which oriented the research were 1 “ What’s the treatment given to the development of the reading competence in the high school Portuguese textbooks?” 2 “How does the Linguistic Education contribute to the reading teaching-learning process?” and 3 “ “ Do the activities proposed by the textbooks activate the different moments of the reading competence development process – the semasiological script: comprehension, interpretation and criticism – so that it contributes to the development of the reading competence?”. The present research has as its general goal to reflect about the reading competence and as specific goals: identifying how the reading competence is built in the textbook; showing the way the double dimension of the Linguistic Education contributes to form the competent reader; and, checking, in the reading activities presented by the chosen textbooks for the analysis, if there’s the activation of the three semasiological script moments. The theoretical basis relies on bibliographic research based on the Linguistic Education theoreticals (with PALMA E TURAZZA (2014), LOMAS ( 2014) FREIRE (1989, 2001), FERNÁNDEZ (2001), BECHARA (1986) and scholars of reading under an interactional-social–cognitive paradigm (with KOCH AND ELIAS (2015), SOLÉ (2014,1998) BECHARA (2002), MARCHUSCHI (2012), KLEIMAN (2011), ROJO AND JURADO (2006) , and BLOOME AND ROBERTSON (1993)). The chosen corpus is composed by two textbooks written by widely adopted authors in the Brazilian high school, from which reading and reading comprehension activities were selected as the basis of the developed analysis. The results show that the textbook can be efficient for contributing to the development of the reading competence, since it is connected to proposals which are able to use suitable strategies for different readings and question which lead to the development of the semasiological script. Teachers need to intervene in the reading competence development process so that they can articulate the didactic situation and the didactic trasposition based on the Linguistic Education (LE) and its double perspective: pedagogical and linguistic. Working with reading and textbooks can have more effectiveness if it is based on the interactional-social–cognitive paradigm in order to cooperate with the effective reading competence development throughout high school |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-21T12:38:25Z |
dc.date.issued.fl_str_mv |
2019-03-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Mesquita, Ricardo Ugeda. Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística. 2018. 144 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22149 |
identifier_str_mv |
Mesquita, Ricardo Ugeda. Competência leitora: análise de livro didático de Língua Portuguesa de Ensino Médio, sob a perspectiva da Educação Linguística. 2018. 144 f. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/22149 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277953002962944 |