As narrativas que as crianças ouvem: “E viveram felizes para sempre…”

Detalhes bibliográficos
Autor(a) principal: Cassani, Simone Beltran
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39427
Resumo: This research deals with reading from a cognitivist perspective with a focus on literacy, having as its object of study the children's narratives that they have heard either in the school environment or in the family environment. It seeks to delineate their development in terms of world knowledge, vocabulary, imagination, and creativity in order to become children critical readers from the moment in which the text is understood as a place of interaction between social subjects. Methodologically, a descriptive approach is structured, being theoretical-analytical, with individual and explanatory protocols, which will contribute to the analysis of the diagnosis and will be based on the theoretical foundation of cognitivist reading through the prism of KLEIMAN (2016) and KOCH and ELIAS (2022) and the concept of literacy by SOARES (2001, 2003), FREIRE (2021) and ROJO (2004). Regarding the nature of Literature, we have the support of LAJOLO (2018) and the course of Children's Literature with its function and formative nature according to COELHO (2000), MEIRELES (2016), ZILBERMAN (2003, 2019) and COLOMER (2017); along with this process the emergence of the conception of childhood based on ARIÉS (2021). We will also highlight the materialization of narratives, the scheme and components of its structure in VAN DIJK (1992, 2021), as well as the contributions of the official document in force, in this case, the Common National Curricular Base (BNCC/2018) and finally a brief rescue of the formation of the reader based on LAJOLO and ZILBERMAN (2019). The general objective is to develop a study on the narratives presented to children in order to contribute with pedagogical practices that enable the process of thought, language and creativity development. Specifically, it aims to identify the types of stories that children hear from adults, whether they are the caretakers or teachers; to verify what the structures of these stories are in relation to the historically accumulated culture; to analyze the stories through a questionnaire and explain how they mediate the children's contact with the accumulated culture for development and learning. This research is justified in order to evaluate which children's stories reach children and if their contents are effective in contributing to the development of vocabulary, of imagination, and of creativity of their listeners, as well as to analyze the adult's lack of interest in knowing in advance which stories children like and which ones they need to hear according to their age and the moment in which they live. As a result, we observed that children's narratives have strategies to help in the development of children. However, we are aware that this research does not end the discussion on the theme, but opens paths for new perspectives and discussions
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spelling Casagrande, Nancy dos Santoshttp://lattes.cnpq.br/0283876748874002http://lattes.cnpq.br/3701168862970350Cassani, Simone Beltran2023-09-29T14:13:25Z2023-09-29T14:13:25Z2023-08-07Cassani, Simone Beltran. As narrativas que as crianças ouvem: “E viveram felizes para sempre…”. 2023. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/39427This research deals with reading from a cognitivist perspective with a focus on literacy, having as its object of study the children's narratives that they have heard either in the school environment or in the family environment. It seeks to delineate their development in terms of world knowledge, vocabulary, imagination, and creativity in order to become children critical readers from the moment in which the text is understood as a place of interaction between social subjects. Methodologically, a descriptive approach is structured, being theoretical-analytical, with individual and explanatory protocols, which will contribute to the analysis of the diagnosis and will be based on the theoretical foundation of cognitivist reading through the prism of KLEIMAN (2016) and KOCH and ELIAS (2022) and the concept of literacy by SOARES (2001, 2003), FREIRE (2021) and ROJO (2004). Regarding the nature of Literature, we have the support of LAJOLO (2018) and the course of Children's Literature with its function and formative nature according to COELHO (2000), MEIRELES (2016), ZILBERMAN (2003, 2019) and COLOMER (2017); along with this process the emergence of the conception of childhood based on ARIÉS (2021). We will also highlight the materialization of narratives, the scheme and components of its structure in VAN DIJK (1992, 2021), as well as the contributions of the official document in force, in this case, the Common National Curricular Base (BNCC/2018) and finally a brief rescue of the formation of the reader based on LAJOLO and ZILBERMAN (2019). The general objective is to develop a study on the narratives presented to children in order to contribute with pedagogical practices that enable the process of thought, language and creativity development. Specifically, it aims to identify the types of stories that children hear from adults, whether they are the caretakers or teachers; to verify what the structures of these stories are in relation to the historically accumulated culture; to analyze the stories through a questionnaire and explain how they mediate the children's contact with the accumulated culture for development and learning. This research is justified in order to evaluate which children's stories reach children and if their contents are effective in contributing to the development of vocabulary, of imagination, and of creativity of their listeners, as well as to analyze the adult's lack of interest in knowing in advance which stories children like and which ones they need to hear according to their age and the moment in which they live. As a result, we observed that children's narratives have strategies to help in the development of children. However, we are aware that this research does not end the discussion on the theme, but opens paths for new perspectives and discussionsEsta pesquisa trata da leitura na perspectiva cognitivista com foco no letramento, tendo como objeto de estudo as narrativas infantis que as crianças têm ouvido seja no ambiente escolar, seja no ambiente familiar. Busca-se delinear seu desenvolvimento no que tange ao conhecimento de mundo, ao vocabulário, à imaginação e à criatividade no sentido de tornar as crianças leitoras críticas a partir do momento em que se compreende o texto como o lugar de interação entre sujeitos sociais. Metodologicamente, estrutura-se uma abordagem descritiva, sendo teóricoanalítica, com protocolos individuais e explicativos, que irão contribuir para análise do diagnóstico e terão base na fundamentação teórica da leitura cognitivista pelo prisma de KLEIMAN (2016) e KOCH e ELIAS (2022) e o conceito de letramento por SOARES (2001, 2003), FREIRE (2021) e ROJO (2004). Em relação à natureza da Literatura, temos o suporte de LAJOLO (2018) e o percurso da Literatura Infantil com a sua função e natureza formativa segundo COELHO (2000), MEIRELES (2016), ZILBERMAN (2003, 2019) e COLOMER (2017); juntamente com esse processo o surgimento da concepção de infância com embasamento em ARIÉS (2021). Evidenciaremos também a materialização das narrativas, o esquema e os componentes de sua estrutura em VAN DIJK (1992, 2021), tal como as contribuições do documento oficial vigente, neste caso, a Base Nacional Comum Curricular (BNCC/2018) e por fim um breve resgate da formação do leitor fundamentados em LAJOLO e ZILBERMAN (2019). Tem-se por objetivo geral desenvolver um estudo sobre as narrativas apresentadas às crianças de modo a contribuir com práticas pedagógicas que viabilizem o processo de desenvolvimento do pensamento, da linguagem e da criatividade. Especificamente objetiva-se levantar os tipos de histórias que as crianças ouvem dos adultos, sendo eles: os responsáveis ou os professores; verificar quais são as estruturas dessas histórias em relação à cultura acumulada historicamente; analisar as histórias levantadas por meio de questionário e explicar como elas mediam no contato das crianças com a cultura acumulada para o desenvolvimento e aprendizado. Justifica-se esta pesquisa para que se possa avaliar quais histórias infantis chegam às crianças e se seus conteúdos são eficazes na contribuição do desenvolvimento do vocabulário, da imaginação e da criatividade de seus ouvintes, bem como analisar a falta de interesse do adulto em saber antecipadamente quais as histórias as crianças gostam e quais precisam ouvir de acordo com a idade e o momento em que vivem. Como resultado, observamos que as narrativas infantis têm por estratégias auxiliar no desenvolvimento das crianças, contudo, temos consciência que esta pesquisa não encerra a discussão do tema, mas abre caminhos para novas perspectivas e discussõesporPontifícia 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 PORTUGUESALeituraLetramentoFormação críticaNarrativas infantisCriançasReadingLiteracyCritical formationChildren narrativesChildrenAs narrativas que as crianças ouvem: “E viveram felizes para sempre…”info: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_SPORIGINALSimone Beltran Cassani.pdfapplication/pdf1910171https://repositorio.pucsp.br/xmlui/bitstream/handle/39427/1/Simone%20Beltran%20Cassani.pdfe2cd5c4695022a16da3f62370902e9aaMD51TEXTSimone Beltran Cassani.pdf.txtSimone Beltran Cassani.pdf.txtExtracted texttext/plain440572https://repositorio.pucsp.br/xmlui/bitstream/handle/39427/2/Simone%20Beltran%20Cassani.pdf.txtf2307e48a6037cb0f1126fe4238b218fMD52THUMBNAILSimone Beltran Cassani.pdf.jpgSimone Beltran Cassani.pdf.jpgGenerated Thumbnailimage/jpeg1163https://repositorio.pucsp.br/xmlui/bitstream/handle/39427/3/Simone%20Beltran%20Cassani.pdf.jpg65683a455967f5530059356d01c02321MD53handle/394272023-10-03 10:25:46.209oai:repositorio.pucsp.br:handle/39427Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-10-03T13:25:46Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
title As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
spellingShingle As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
Cassani, Simone Beltran
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
Leitura
Letramento
Formação crítica
Narrativas infantis
Crianças
Reading
Literacy
Critical formation
Children narratives
Children
title_short As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
title_full As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
title_fullStr As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
title_full_unstemmed As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
title_sort As narrativas que as crianças ouvem: “E viveram felizes para sempre…”
author Cassani, Simone Beltran
author_facet Cassani, Simone Beltran
author_role author
dc.contributor.advisor1.fl_str_mv Casagrande, Nancy dos Santos
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0283876748874002
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3701168862970350
dc.contributor.author.fl_str_mv Cassani, Simone Beltran
contributor_str_mv Casagrande, Nancy dos Santos
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
topic CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
Leitura
Letramento
Formação crítica
Narrativas infantis
Crianças
Reading
Literacy
Critical formation
Children narratives
Children
dc.subject.por.fl_str_mv Leitura
Letramento
Formação crítica
Narrativas infantis
Crianças
dc.subject.eng.fl_str_mv Reading
Literacy
Critical formation
Children narratives
Children
description This research deals with reading from a cognitivist perspective with a focus on literacy, having as its object of study the children's narratives that they have heard either in the school environment or in the family environment. It seeks to delineate their development in terms of world knowledge, vocabulary, imagination, and creativity in order to become children critical readers from the moment in which the text is understood as a place of interaction between social subjects. Methodologically, a descriptive approach is structured, being theoretical-analytical, with individual and explanatory protocols, which will contribute to the analysis of the diagnosis and will be based on the theoretical foundation of cognitivist reading through the prism of KLEIMAN (2016) and KOCH and ELIAS (2022) and the concept of literacy by SOARES (2001, 2003), FREIRE (2021) and ROJO (2004). Regarding the nature of Literature, we have the support of LAJOLO (2018) and the course of Children's Literature with its function and formative nature according to COELHO (2000), MEIRELES (2016), ZILBERMAN (2003, 2019) and COLOMER (2017); along with this process the emergence of the conception of childhood based on ARIÉS (2021). We will also highlight the materialization of narratives, the scheme and components of its structure in VAN DIJK (1992, 2021), as well as the contributions of the official document in force, in this case, the Common National Curricular Base (BNCC/2018) and finally a brief rescue of the formation of the reader based on LAJOLO and ZILBERMAN (2019). The general objective is to develop a study on the narratives presented to children in order to contribute with pedagogical practices that enable the process of thought, language and creativity development. Specifically, it aims to identify the types of stories that children hear from adults, whether they are the caretakers or teachers; to verify what the structures of these stories are in relation to the historically accumulated culture; to analyze the stories through a questionnaire and explain how they mediate the children's contact with the accumulated culture for development and learning. This research is justified in order to evaluate which children's stories reach children and if their contents are effective in contributing to the development of vocabulary, of imagination, and of creativity of their listeners, as well as to analyze the adult's lack of interest in knowing in advance which stories children like and which ones they need to hear according to their age and the moment in which they live. As a result, we observed that children's narratives have strategies to help in the development of children. However, we are aware that this research does not end the discussion on the theme, but opens paths for new perspectives and discussions
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-09-29T14:13:25Z
dc.date.available.fl_str_mv 2023-09-29T14:13:25Z
dc.date.issued.fl_str_mv 2023-08-07
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dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/39427
identifier_str_mv Cassani, Simone Beltran. As narrativas que as crianças ouvem: “E viveram felizes para sempre…”. 2023. Dissertação (Mestrado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.
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