AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES
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 do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/1211 |
Resumo: | Reading involves reasoning and reflections in the process of comprehension of a text. Its learning has been more studied, throughout the last decades, after research advances in the areas of psycholinguistics, cognitive psychology and neuroscience. Understanding the importance of teaching reading in order to address functional illiteracy issues emerged the interest to research which perceptions (future) mother language teachers have concerning reading and its teaching, during the educational stages after the literacy phase. This survey involved 36 undergraduate students from the 1st grade and 16 undergraduate students from the 4th grade in the Portuguese Major of a public university located in the central-south region of Paraná. We observed, having a questionnaire as our research instrument, each (future) mother language teacher’s profile and one’s self-perception as a reader, yet, we verified their self-assessment as readers; moreover, it was investigated if they use and/ or have knowledge on reading strategies. In addition, the self-assessment they do concerning the teaching practice of reading was also analysed in order to establish a comparison between the 1st and the 4th grade students in relation to the objectives mentioned above. The main results of this research have shown that 31% of 1st grade students consider to be “always” good readers, whereas 56% of the group consider to be “sometimes” good readers. Among 4th grade students, 44% “always” consider themselves as good readers and 50% “sometimes” do. Both beginner and concluding undergraduate students apparently have good reading habits, since, besides reading several genres and in different modes of presentation, 33% of 1st grade participants are “always” used to visit libraries while 56% “sometimes” do. Among 4th grade students, 44% report they “always” go to libraries and 38% “sometimes” do that. In general, we can infer from this investigation that the majority of participants seem to read proficiently, nevertheless a considerable portion of students, mainly concluding ones, claimed not to know what reading strategies are, even having shown their usage in their reading, what makes us think that they do not know about theoretical framework of this or other themes related to reading comprehension. Despite this fact, it is worth considering that a significant majority (95% from the 1st grade and 88% from the 4th grade) comprehends that reading needs to be taught during all the educational stages and not only through the literacy phase, therefore, they evaluate the teaching of reading as one of their responsabilities as (future) mother language teachers. |
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Baretta, Lucianehttp://lattes.cnpq.br/6952747443477278056.742.769-27http://lattes.cnpq.br/6834814704981036Pereira, Juliana Regiani2019-10-01T12:40:35Z2019-02-28Pereira, Juliana Regiani. AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES. 2019. 244 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR.http://tede.unicentro.br:8080/jspui/handle/jspui/1211Reading involves reasoning and reflections in the process of comprehension of a text. Its learning has been more studied, throughout the last decades, after research advances in the areas of psycholinguistics, cognitive psychology and neuroscience. Understanding the importance of teaching reading in order to address functional illiteracy issues emerged the interest to research which perceptions (future) mother language teachers have concerning reading and its teaching, during the educational stages after the literacy phase. This survey involved 36 undergraduate students from the 1st grade and 16 undergraduate students from the 4th grade in the Portuguese Major of a public university located in the central-south region of Paraná. We observed, having a questionnaire as our research instrument, each (future) mother language teacher’s profile and one’s self-perception as a reader, yet, we verified their self-assessment as readers; moreover, it was investigated if they use and/ or have knowledge on reading strategies. In addition, the self-assessment they do concerning the teaching practice of reading was also analysed in order to establish a comparison between the 1st and the 4th grade students in relation to the objectives mentioned above. The main results of this research have shown that 31% of 1st grade students consider to be “always” good readers, whereas 56% of the group consider to be “sometimes” good readers. Among 4th grade students, 44% “always” consider themselves as good readers and 50% “sometimes” do. Both beginner and concluding undergraduate students apparently have good reading habits, since, besides reading several genres and in different modes of presentation, 33% of 1st grade participants are “always” used to visit libraries while 56% “sometimes” do. Among 4th grade students, 44% report they “always” go to libraries and 38% “sometimes” do that. In general, we can infer from this investigation that the majority of participants seem to read proficiently, nevertheless a considerable portion of students, mainly concluding ones, claimed not to know what reading strategies are, even having shown their usage in their reading, what makes us think that they do not know about theoretical framework of this or other themes related to reading comprehension. Despite this fact, it is worth considering that a significant majority (95% from the 1st grade and 88% from the 4th grade) comprehends that reading needs to be taught during all the educational stages and not only through the literacy phase, therefore, they evaluate the teaching of reading as one of their responsabilities as (future) mother language teachers.A leitura envolve raciocínio e reflexões no processo de compreensão de um texto. Seu aprendizado vem sendo mais estudado, nas últimas décadas, após avanços em pesquisas nas áreas de Psicolinguística, Psicologia Cognitiva e Neurociência. Entendendo a importância de se ensinar a leitura para sanar problemas de alfabetismo funcional, surgiu o interesse de pesquisar quais são as percepções que (futuros) professores de língua materna possuem a respeito da leitura e seu ensino durante as fases escolares posteriores à de alfabetização. Esta pesquisa envolveu 36 acadêmicos de 1.º ano e 16 acadêmicos de 4.º ano do curso de Letras Português, de uma universidade estadual do interior do Paraná. Procurou-se verificar, utilizando como instrumento de pesquisa um questionário, o perfil do (futuro) professor de língua materna e suas autopercepções enquanto leitor e averiguar como eles se autoavaliam enquanto leitores; além disso, buscou-se investigar se eles utilizam e/ou possuem conhecimento a respeito de estratégias de leitura e analisar qual é a autoavaliação que fazem em relação à prática docente da leitura para, então, estabelecer um comparativo entre o posicionamento dos alunos de 1.º com os de 4.º ano em relação aos objetivos acima elencados, além de analisar as disciplinas da grade curricular de Letras Português que se destinam ao ensino de língua ou literatura. Os principais resultados desta pesquisa apontaram que 31% dos alunos de 1.º ano se consideram “sempre” bons leitores, enquanto que 56% desses alunos “às vezes” se consideram bons leitores. Dentre os alunos de 4.º ano, 44% “sempre” se consideram bons leitores e 50% “às vezes”. Tanto acadêmicos iniciantes quanto concluintes aparentam possuir bons hábitos de leitura, pois, além de realizar leituras de diversos gêneros e em distintas plataformas, 33% de participantes de 1.º ano costumam “sempre” frequentar bibliotecas enquanto 56% “às vezes” frequentam. Dentre os acadêmicos de 4.º ano, 44% relatam “sempre” frequentar bibliotecas e 38% “às vezes” o fazem. De maneira geral, pode-se inferir com esta investigação que a maioria dos participantes aparenta ler de forma proficiente, todavia, uma considerável parcela de alunos, principalmente concluintes, afirmou não saber o que são estratégias de leitura, ainda que tenha demonstrado que as utilize em suas leituras, o que possibilita pensar que desconhecem fundamentos teóricos sobre esse e outros temas que envolvem a compreensão leitora. Apesar disso, é válido considerar que uma maioria expressiva (95% de 1.º ano e 88% de 4.º ano) entende que a leitura precisa ser ensinada durante todas as fases escolares e não somente no período de alfabetização, portanto, avaliam que uma de suas responsabilidades enquanto (futuros) docentes de língua materna é a de ensinar leitura.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2019-10-01T12:40:35Z No. of bitstreams: 1 JULIANA REGIANI PEREIRA.pdf: 9454772 bytes, checksum: e43c4bae6eed142c04715e065fd51bfc (MD5)Made available in DSpace on 2019-10-01T12:40:35Z (GMT). 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dc.title.por.fl_str_mv |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
dc.title.alternative.eng.fl_str_mv |
The perceptions of (future) mother language teachers about reading: self-assessment as readers and positioning as (future) teachers |
title |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
spellingShingle |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES Pereira, Juliana Regiani leitura formação de professores leitores ensino concepção leitora reading formation of reader teachers teaching conception reading LINGUISTICA, LETRAS E ARTES |
title_short |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
title_full |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
title_fullStr |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
title_full_unstemmed |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
title_sort |
AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES |
author |
Pereira, Juliana Regiani |
author_facet |
Pereira, Juliana Regiani |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Baretta, Luciane |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6952747443477278 |
dc.contributor.authorID.fl_str_mv |
056.742.769-27 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6834814704981036 |
dc.contributor.author.fl_str_mv |
Pereira, Juliana Regiani |
contributor_str_mv |
Baretta, Luciane |
dc.subject.por.fl_str_mv |
leitura formação de professores leitores ensino concepção leitora |
topic |
leitura formação de professores leitores ensino concepção leitora reading formation of reader teachers teaching conception reading LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
reading formation of reader teachers teaching conception reading |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
Reading involves reasoning and reflections in the process of comprehension of a text. Its learning has been more studied, throughout the last decades, after research advances in the areas of psycholinguistics, cognitive psychology and neuroscience. Understanding the importance of teaching reading in order to address functional illiteracy issues emerged the interest to research which perceptions (future) mother language teachers have concerning reading and its teaching, during the educational stages after the literacy phase. This survey involved 36 undergraduate students from the 1st grade and 16 undergraduate students from the 4th grade in the Portuguese Major of a public university located in the central-south region of Paraná. We observed, having a questionnaire as our research instrument, each (future) mother language teacher’s profile and one’s self-perception as a reader, yet, we verified their self-assessment as readers; moreover, it was investigated if they use and/ or have knowledge on reading strategies. In addition, the self-assessment they do concerning the teaching practice of reading was also analysed in order to establish a comparison between the 1st and the 4th grade students in relation to the objectives mentioned above. The main results of this research have shown that 31% of 1st grade students consider to be “always” good readers, whereas 56% of the group consider to be “sometimes” good readers. Among 4th grade students, 44% “always” consider themselves as good readers and 50% “sometimes” do. Both beginner and concluding undergraduate students apparently have good reading habits, since, besides reading several genres and in different modes of presentation, 33% of 1st grade participants are “always” used to visit libraries while 56% “sometimes” do. Among 4th grade students, 44% report they “always” go to libraries and 38% “sometimes” do that. In general, we can infer from this investigation that the majority of participants seem to read proficiently, nevertheless a considerable portion of students, mainly concluding ones, claimed not to know what reading strategies are, even having shown their usage in their reading, what makes us think that they do not know about theoretical framework of this or other themes related to reading comprehension. Despite this fact, it is worth considering that a significant majority (95% from the 1st grade and 88% from the 4th grade) comprehends that reading needs to be taught during all the educational stages and not only through the literacy phase, therefore, they evaluate the teaching of reading as one of their responsabilities as (future) mother language teachers. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-10-01T12:40:35Z |
dc.date.issued.fl_str_mv |
2019-02-28 |
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 |
Pereira, Juliana Regiani. AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES. 2019. 244 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/1211 |
identifier_str_mv |
Pereira, Juliana Regiani. AS PERCEPÇÕES DE (FUTUROS) PROFESSORES DE LÍNGUA MATERNA SOBRE A LEITURA: AUTOAVALIAÇÃO COMO LEITORES E POSICIONAMENTO ENQUANTO (FUTUROS) DOCENTES. 2019. 244 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava - PR. |
url |
http://tede.unicentro.br:8080/jspui/handle/jspui/1211 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-3679012702791039282 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
264897767292698720 |
dc.relation.cnpq.fl_str_mv |
4828026023044017992 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras (Mestrado) |
dc.publisher.initials.fl_str_mv |
UNICENTRO |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Unicentro::Departamento de Letras de Irati |
publisher.none.fl_str_mv |
Universidade Estadual do Centro-Oeste |
dc.source.none.fl_str_mv |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO |
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Biblioteca Digital de Teses e Dissertações do UNICENTRO - Universidade Estadual do Centro-Oeste (UNICENTRO) |
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