O papel do professor na formação do leitor

• Autor(a) principal: Camargo, Amanda Rana de
• Data de Publicação: 2014
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/28332
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Ler; Leitor proficiente; Comportamento leitor; Situações didáticas; Read; Proficiente reader; Readership behavior; Teaching situations; Social role of read

This work consists of a literature search whose main objective is to deepen the knowledge about the formation of proficient reader. Is developed from the definition of the act of reading and the conceptualization of who the reader is. Consists of a search of the teachers practices and reveals the necessary interventions of them to their student acquire the habit and become a proficient reader, since the early childhood. This search has the basement in Delia Lerner (2002), Katia Bräkling (2008), Emilia Ferreiro (2002), Teresa Colomer (2007), Paulo Freire (1986), among others views. It is divided into three chapters. The first consists of a theoretical basis to define what can be recognized as read, and discuss the reasons and the importance of this act. The second chapter delves into the subject who exercise the act of reading and conceptualizes the proficient reader, reader behavior, procedures and purposes of reading. The third and final chapter presents a dialogue on the role of teaching and practice when the goal is to build readership behavior and consequently form the proficient reader. We conclude that the didatic intervention of the teacher is extremely importante, besides the contact with the book. There are many teaching situations that the teacher can do to assist students to build and solidify the reader behavior, and also make them recognize the social value of read