O papel do professor-mediador e das práticas de leitura na formação do leitor literário
Autor(a) principal: | |
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Data de Publicação: | 2015 |
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/14768 |
Resumo: | Starting from the importance of the formation of literary reader, this study aims to discuss the literary text reading practices in the classroom in the elementary school and the role of the teacher - mediator in this process. Initially we established the dialogue between the practices that I have developed in the classroom and those proposed by the Reading and Writing Program from the Government of the State of São Paulo, in order to highlight the concepts that underlie these two practices. Later, the role of the teacher- mediator is analyzed in the process of the formation of the literary reader and suggested proposals are identified which can be developed in the process. To theoretically support the research, we turn to authors such as Candido, Freire, Petit, Barthes, Smith, Perrone-Moisés, Calvino, Dios, Bajour and Castrillón, who guided our reflection. The thesis is organized into three chapters: "Reading and literary text: the reader's formation", which addresses the conceptions of reading, literature, literary text, literary literacy and literary reader, concepts which are also present at Reading and Writing Program of the Government of the State of Sao Paulo, "Literary text reading practices in the classroom: dialogues with the Reading and Writing Program", in which we present the practices of reading proposed by the program that dialogue with my own practices developed in the classroom, and " The mediator role in the formation of the literary reader", which discusses his/hers decisive role in the formation of the literary reader and suggests literary text reading practice in the classroom. It also discusses how the teacher needs to understand that the work begins with the written text, but it is essential to go beyond it, that is, give voice to the student, to turn him/her into an author, not only of a written text, but based on his/her own history, giving opportunity to him/her to be autonomous, reflect, develop critical thinking and become an effective citizen |
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Navas, Dianahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4533522J7http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8579691T5Domingues, Teresa Cristina Aliperti França2016-04-28T19:58:56Z2015-11-132015-10-26Domingues, Teresa Cristina Aliperti França. The mediator role of the teacher and the reading practices in the formation of the literary reader. 2015. 89 f. Dissertação (Mestrado em Literatura) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/14768Starting from the importance of the formation of literary reader, this study aims to discuss the literary text reading practices in the classroom in the elementary school and the role of the teacher - mediator in this process. Initially we established the dialogue between the practices that I have developed in the classroom and those proposed by the Reading and Writing Program from the Government of the State of São Paulo, in order to highlight the concepts that underlie these two practices. Later, the role of the teacher- mediator is analyzed in the process of the formation of the literary reader and suggested proposals are identified which can be developed in the process. To theoretically support the research, we turn to authors such as Candido, Freire, Petit, Barthes, Smith, Perrone-Moisés, Calvino, Dios, Bajour and Castrillón, who guided our reflection. The thesis is organized into three chapters: "Reading and literary text: the reader's formation", which addresses the conceptions of reading, literature, literary text, literary literacy and literary reader, concepts which are also present at Reading and Writing Program of the Government of the State of Sao Paulo, "Literary text reading practices in the classroom: dialogues with the Reading and Writing Program", in which we present the practices of reading proposed by the program that dialogue with my own practices developed in the classroom, and " The mediator role in the formation of the literary reader", which discusses his/hers decisive role in the formation of the literary reader and suggests literary text reading practice in the classroom. It also discusses how the teacher needs to understand that the work begins with the written text, but it is essential to go beyond it, that is, give voice to the student, to turn him/her into an author, not only of a written text, but based on his/her own history, giving opportunity to him/her to be autonomous, reflect, develop critical thinking and become an effective citizenPartindo da relevância da formação do leitor literário, o presente estudo objetiva discutir as práticas de leitura do texto literário em sala de aula no Ensino Fundamental I e o papel do professor-mediador nesse processo. Inicialmente, estabelecemos o diálogo entre as práticas que desenvolvo e aquelas propostas pelo Programa Ler e Escrever, do Governo do Estado de São Paulo, de forma a evidenciar as concepções que permeiam tais práticas. Posteriormente, questiona-se o papel do professor-mediador no processo de formação do leitor literário e sugerem-se propostas que podem ser desenvolvidas nesse processo. Para fundamentar teoricamente a pesquisa, recorremos a autores como Candido, Freire, Petit, Barthes, Smith, Perrone-Moisés, Calvino, Dios, Bajour, Castrillón, os quais nortearam nossa reflexão. A dissertação está organizada em três capítulos: Leitura e texto literário: a formação do leitor , que aborda as concepções de leitura, literatura, texto literário, letramento literário e leitor literário, concepções essas também presentes na proposta de leitura do Programa Ler e Escrever; Práticas de leitura do texto literário em sala de aula: diálogos com o Programa Ler e Escrever , no qual apresentamos as práticas de leitura propostas pelo Programa que dialogam com as práticas que desenvolvo em sala de aula, e "O papel do mediador no processo de formação do leitor literário", que discute o papel decisivo do professor-mediador no processo de formação do leitor, bem como sugere práticas de leitura do texto literário em sala de aula. Discute-se, também, como o professor necessita entender que o trabalho começa com o texto escrito, mas é fundamental ir além, ou seja, dar voz ao aluno para transformá-lo em autor, não apenas de um texto escrito, mas de sua própria história, dando oportunidade ao sujeito de ser autônomo, refletir, desenvolver o senso crítico e, desta forma, tornar-se efetivamente cidadãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/31023/Teresa%20Cristina%20Aliperti%20Franca%20Domingues.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Literatura e Crítica LiteráriaPUC-SPBRLiteraturaLeituraLiteraturaLeitor literárioPráticas de leituraProfessor-mediadorReadingLiteratureLiterary readerReading practicesTeacher-mediatorCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIAO papel do professor-mediador e das práticas de leitura na formação do leitor literárioThe mediator role of the teacher and the reading practices in the formation of the literary readerinfo: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_SPTEXTTeresa Cristina Aliperti Franca Domingues.pdf.txtTeresa Cristina Aliperti Franca Domingues.pdf.txtExtracted texttext/plain194704https://repositorio.pucsp.br/xmlui/bitstream/handle/14768/3/Teresa%20Cristina%20Aliperti%20Franca%20Domingues.pdf.txt9f5fda469389eb7377c0858fcbd67a96MD53ORIGINALTeresa Cristina Aliperti Franca Domingues.pdfapplication/pdf1821169https://repositorio.pucsp.br/xmlui/bitstream/handle/14768/1/Teresa%20Cristina%20Aliperti%20Franca%20Domingues.pdf9d50bd3b3b9b69843f50efd0900c22ffMD51THUMBNAILTeresa Cristina Aliperti Franca Domingues.pdf.jpgTeresa Cristina Aliperti Franca Domingues.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/14768/2/Teresa%20Cristina%20Aliperti%20Franca%20Domingues.pdf.jpg8c1280dca4077478b5fad29883580c72MD52handle/147682022-04-19 16:00:26.713oai:repositorio.pucsp.br:handle/14768Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-19T19:00:26Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
dc.title.alternative.eng.fl_str_mv |
The mediator role of the teacher and the reading practices in the formation of the literary reader |
title |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
spellingShingle |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário Domingues, Teresa Cristina Aliperti França Leitura Literatura Leitor literário Práticas de leitura Professor-mediador Reading Literature Literary reader Reading practices Teacher-mediator CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA |
title_short |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
title_full |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
title_fullStr |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
title_full_unstemmed |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
title_sort |
O papel do professor-mediador e das práticas de leitura na formação do leitor literário |
author |
Domingues, Teresa Cristina Aliperti França |
author_facet |
Domingues, Teresa Cristina Aliperti França |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Navas, Diana |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4533522J7 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8579691T5 |
dc.contributor.author.fl_str_mv |
Domingues, Teresa Cristina Aliperti França |
contributor_str_mv |
Navas, Diana |
dc.subject.por.fl_str_mv |
Leitura Literatura Leitor literário Práticas de leitura Professor-mediador |
topic |
Leitura Literatura Leitor literário Práticas de leitura Professor-mediador Reading Literature Literary reader Reading practices Teacher-mediator CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA |
dc.subject.eng.fl_str_mv |
Reading Literature Literary reader Reading practices Teacher-mediator |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA |
description |
Starting from the importance of the formation of literary reader, this study aims to discuss the literary text reading practices in the classroom in the elementary school and the role of the teacher - mediator in this process. Initially we established the dialogue between the practices that I have developed in the classroom and those proposed by the Reading and Writing Program from the Government of the State of São Paulo, in order to highlight the concepts that underlie these two practices. Later, the role of the teacher- mediator is analyzed in the process of the formation of the literary reader and suggested proposals are identified which can be developed in the process. To theoretically support the research, we turn to authors such as Candido, Freire, Petit, Barthes, Smith, Perrone-Moisés, Calvino, Dios, Bajour and Castrillón, who guided our reflection. The thesis is organized into three chapters: "Reading and literary text: the reader's formation", which addresses the conceptions of reading, literature, literary text, literary literacy and literary reader, concepts which are also present at Reading and Writing Program of the Government of the State of Sao Paulo, "Literary text reading practices in the classroom: dialogues with the Reading and Writing Program", in which we present the practices of reading proposed by the program that dialogue with my own practices developed in the classroom, and " The mediator role in the formation of the literary reader", which discusses his/hers decisive role in the formation of the literary reader and suggests literary text reading practice in the classroom. It also discusses how the teacher needs to understand that the work begins with the written text, but it is essential to go beyond it, that is, give voice to the student, to turn him/her into an author, not only of a written text, but based on his/her own history, giving opportunity to him/her to be autonomous, reflect, develop critical thinking and become an effective citizen |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-11-13 |
dc.date.issued.fl_str_mv |
2015-10-26 |
dc.date.accessioned.fl_str_mv |
2016-04-28T19:58:56Z |
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 |
Domingues, Teresa Cristina Aliperti França. The mediator role of the teacher and the reading practices in the formation of the literary reader. 2015. 89 f. Dissertação (Mestrado em Literatura) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/14768 |
identifier_str_mv |
Domingues, Teresa Cristina Aliperti França. The mediator role of the teacher and the reading practices in the formation of the literary reader. 2015. 89 f. Dissertação (Mestrado em Literatura) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
url |
https://tede2.pucsp.br/handle/handle/14768 |
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por |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Literatura e Crítica Literária |
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PUC-SP |
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BR |
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Literatura |
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Pontifícia Universidade Católica de São Paulo |
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