A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23390 |
Resumo: | This thesis is linked to the Line of Research “Portuguese Reading, Writing and Teaching” and its theme is the relationship between digital natives and printed books in the early years of elementary school. Its main objective is to contribute with new studies related to the formation of digital native readers. Its specific objectives are: a) review historical aspects about the reading practice to understand the current reading process; b) investigate the relationship between digital natives and printed books; c) to raise the difficulties faced by the teachers in their professional routine of teaching reading to digital native students and discovering possible alternatives to solve such difficulties; d) present proposals for teaching reading that involve both printed and digital material. The thesis is based on the work of scholars from different areas of knowledge that involve the people relationship with reading, education, teaching and digital media, also comparing to the relevant Brazilian legislation. Thus, it mainly uses the studies of Chartier (1999, 2004), Fischer (2006), Gadotti (1997, 1998) and Kleiman (1995), among others, and Brazilian legal texts, such as the Constitutions of 1891, 1934, of 1946 and 1988. This theoretical framework acts as a support for the analysis of a corpus formed from a research carried out with the students, parents and teachers of a municipal school in Santo André looking for discovering the expectations of these three groups regarding the teaching of reading and its relationship with printed and digital books. The work consists of four sections that cover an overview of reading, the teaching of reading in the digital age, the teaching of reading in Santo André and suggestions for teaching reading in the early years of elementary school in the digital age. Its justification lies in the need to investigate the characteristics of digital natives and their relationship with reading so that the school can develop strategies that instigate their interest in reading in different media, especially in the early years of elementary school. The relevance of the work is due to the fact that there are few studies on the subject in Brazil and there is no record of similar works in Santo André. The results reveal that those involved in the corpusforming research recognize the importance of reading in the early years, regardless of support |
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Siqueira, João Hilton Sayeg dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8158734Z8Nascimento, Claudia Rodrigues da Silva2020-11-23T11:55:16Z2020-10-14Nascimento, Claudia Rodrigues da Silva. A relação dos nativos digitais com livros impressos nos anos iniciais do ensino fundamental: desafios e conquistas. 2020. 119 f. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23390This thesis is linked to the Line of Research “Portuguese Reading, Writing and Teaching” and its theme is the relationship between digital natives and printed books in the early years of elementary school. Its main objective is to contribute with new studies related to the formation of digital native readers. Its specific objectives are: a) review historical aspects about the reading practice to understand the current reading process; b) investigate the relationship between digital natives and printed books; c) to raise the difficulties faced by the teachers in their professional routine of teaching reading to digital native students and discovering possible alternatives to solve such difficulties; d) present proposals for teaching reading that involve both printed and digital material. The thesis is based on the work of scholars from different areas of knowledge that involve the people relationship with reading, education, teaching and digital media, also comparing to the relevant Brazilian legislation. Thus, it mainly uses the studies of Chartier (1999, 2004), Fischer (2006), Gadotti (1997, 1998) and Kleiman (1995), among others, and Brazilian legal texts, such as the Constitutions of 1891, 1934, of 1946 and 1988. This theoretical framework acts as a support for the analysis of a corpus formed from a research carried out with the students, parents and teachers of a municipal school in Santo André looking for discovering the expectations of these three groups regarding the teaching of reading and its relationship with printed and digital books. The work consists of four sections that cover an overview of reading, the teaching of reading in the digital age, the teaching of reading in Santo André and suggestions for teaching reading in the early years of elementary school in the digital age. Its justification lies in the need to investigate the characteristics of digital natives and their relationship with reading so that the school can develop strategies that instigate their interest in reading in different media, especially in the early years of elementary school. The relevance of the work is due to the fact that there are few studies on the subject in Brazil and there is no record of similar works in Santo André. The results reveal that those involved in the corpusforming research recognize the importance of reading in the early years, regardless of supportA presente tese vincula-se à linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa e seu tema é a relação dos nativos digitais com os livros impressos nos anos iniciais do Ensino Fundamental. Seu objetivo geral é contribuir com novos estudos relacionados à formação de leitores nativos digitais, com os objetivos específicos de: a) rever aspectos históricos sobre a prática leitora para entender o processo da leitura atual; b) investigar a relação entre os nativos digitais e os livros impressos; c) levantar as dificuldades enfrentadas pelo professado no seu cotidiano profissional com relação ao ensino de leitura para o alunado nativo digital e descobrir possíveis alternativas para solucionar tais dificuldades; d) apresentar propostas para o ensino da leitura que envolvam o material impresso e o digital. Para tanto, fundamenta-se em trabalhos de estudiosos de diversas áreas do conhecimento que envolvem a relação das pessoas com a leitura, a educação, o ensino e os meios digitais, além da legislação brasileira pertinente. Assim, recorre principalmente aos estudos de Chartier (1999, 2004), Fischer (2006), Gadotti (1997, 1998) e Kleiman (1995), dentre outros, e a textos legais brasileiros, como as Constituições de 1891, de 1934, de 1946 e de 1988. Esse referencial teórico atua como suporte para a análise do um corpus formado a partir de uma pesquisa realizada com o alunado de uma escola municipal de Santo André, seus responsáveis e o professorado, com vistas à descoberta das expectativas desses três grupos a respeito do ensino de leitura e sua relação com os livros impressos e digitais. O trabalho compõe-se de quatro seções que abrangem um panorama sobre a leitura, o ensino de leitura na era digital, o ensino de leitura no Município de Santo André e sugestões para o ensino de leitura no Ensino Fundamental I na era digital. Sua justificativa encontra-se na necessidade de se investigarem as características dos nativos digitais e sua relação com a leitura para que a escola consiga elaborar estratégias que instiguem seu interesse pela leitura em diferentes suportes, sobretudo nos anos iniciais do Ensino Fundamental. A relevância do trabalho deve-se ao fato de haver poucos estudos sobre o assunto, principalmente no Município de Santo André, onde não há registro de trabalhos semelhantes. Os resultados revelam que os envolvidos na pesquisa formadora do corpus reconhecem a importância da leitura nos anos iniciais, independentemente do suporteCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/52876/Claudia%20Rodrigues%20da%20Silva%20Nascimento.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesFormação de leitoresEnsino de leituraEnsino FundamentalReaders’ educationReading teachingDigital nativesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAA relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistasThe relationship of digital natives with printed books in the first years of Elementary School: challenges and achievementsinfo: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_SPTEXTClaudia Rodrigues da Silva Nascimento.pdf.txtClaudia Rodrigues da Silva Nascimento.pdf.txtExtracted texttext/plain257278https://repositorio.pucsp.br/xmlui/bitstream/handle/23390/4/Claudia%20Rodrigues%20da%20Silva%20Nascimento.pdf.txtb54f1a14da7366d5a87821b55bbeee41MD54THUMBNAILClaudia Rodrigues da Silva Nascimento.pdf.jpgClaudia Rodrigues da Silva Nascimento.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/23390/3/Claudia%20Rodrigues%20da%20Silva%20Nascimento.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD53LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
dc.title.alternative.eng.fl_str_mv |
The relationship of digital natives with printed books in the first years of Elementary School: challenges and achievements |
title |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
spellingShingle |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas Nascimento, Claudia Rodrigues da Silva Formação de leitores Ensino de leitura Ensino Fundamental Readers’ education Reading teaching Digital natives CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
title_full |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
title_fullStr |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
title_full_unstemmed |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
title_sort |
A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas |
author |
Nascimento, Claudia Rodrigues da Silva |
author_facet |
Nascimento, Claudia Rodrigues da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Siqueira, João Hilton Sayeg de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8158734Z8 |
dc.contributor.author.fl_str_mv |
Nascimento, Claudia Rodrigues da Silva |
contributor_str_mv |
Siqueira, João Hilton Sayeg de |
dc.subject.por.fl_str_mv |
Formação de leitores Ensino de leitura Ensino Fundamental |
topic |
Formação de leitores Ensino de leitura Ensino Fundamental Readers’ education Reading teaching Digital natives CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Readers’ education Reading teaching Digital natives |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
This thesis is linked to the Line of Research “Portuguese Reading, Writing and Teaching” and its theme is the relationship between digital natives and printed books in the early years of elementary school. Its main objective is to contribute with new studies related to the formation of digital native readers. Its specific objectives are: a) review historical aspects about the reading practice to understand the current reading process; b) investigate the relationship between digital natives and printed books; c) to raise the difficulties faced by the teachers in their professional routine of teaching reading to digital native students and discovering possible alternatives to solve such difficulties; d) present proposals for teaching reading that involve both printed and digital material. The thesis is based on the work of scholars from different areas of knowledge that involve the people relationship with reading, education, teaching and digital media, also comparing to the relevant Brazilian legislation. Thus, it mainly uses the studies of Chartier (1999, 2004), Fischer (2006), Gadotti (1997, 1998) and Kleiman (1995), among others, and Brazilian legal texts, such as the Constitutions of 1891, 1934, of 1946 and 1988. This theoretical framework acts as a support for the analysis of a corpus formed from a research carried out with the students, parents and teachers of a municipal school in Santo André looking for discovering the expectations of these three groups regarding the teaching of reading and its relationship with printed and digital books. The work consists of four sections that cover an overview of reading, the teaching of reading in the digital age, the teaching of reading in Santo André and suggestions for teaching reading in the early years of elementary school in the digital age. Its justification lies in the need to investigate the characteristics of digital natives and their relationship with reading so that the school can develop strategies that instigate their interest in reading in different media, especially in the early years of elementary school. The relevance of the work is due to the fact that there are few studies on the subject in Brazil and there is no record of similar works in Santo André. The results reveal that those involved in the corpusforming research recognize the importance of reading in the early years, regardless of support |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-23T11:55:16Z |
dc.date.issued.fl_str_mv |
2020-10-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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dc.identifier.citation.fl_str_mv |
Nascimento, Claudia Rodrigues da Silva. A relação dos nativos digitais com livros impressos nos anos iniciais do ensino fundamental: desafios e conquistas. 2020. 119 f. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23390 |
identifier_str_mv |
Nascimento, Claudia Rodrigues da Silva. A relação dos nativos digitais com livros impressos nos anos iniciais do ensino fundamental: desafios e conquistas. 2020. 119 f. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
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PUC-SP |
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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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