Formação da autonomia leitora: reflexões a partir da estética da recepção

Detalhes bibliográficos
Autor(a) principal: Laranjeiras, Sandra Zely Alves Silva
Data de Publicação: 2019
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
Texto Completo: http://tede2.uefs.br:8080/handle/tede/827
Resumo: This study, linked to the research line Cultures, Formation and Pedagogical Practices of the Graduate Program of the Universidade Estadual de Feira de Santana - UEFS - Bahia, aims to understand the reading formation of High School students, starting from themselves, investigating how literary reading contributes to the formation of the autonomous reader in contemporary times, in the light of the Aesthetics of Reception (JAUSS, 1979). It is born of a set of inquiries emerged from my experiences as reader and professional that, intertwined, converge on two key questions: how to understand the process of formation of the reading autonomy of the students in public school, taking as a research basis the reception of the literary text? I emphasize the importance given to the idea that reading and writing practices are embedded in historical and social contexts, and therefore objects of study of the Social Sciences. To meet the demands of Society and Education, among the many dialogues established, I bring Theodor Adorno as a debater of these issues. Thus, reading workshops were held at the Landulfo Alves de Almeida State College, in Cruz das Almas, Bahia, with high school students, with the mediation of literary texts as interface with the constitution of autonomy. The aim of this research is to investigate the social and cultural contexts in which the experience of the reader is constituted. In this sense, the theoretical-methodological path for this research is based on the receptive relations of the reader-text, on the originality of this encounter and on the processes of negotiation and production of meanings for the literary text. In dialogue with the Aesthetics of Reception in Jauss (1979) and the Adornian theory (2000), I propose research as an event, because knowledge is a social construction that involves, in a dynamic process, the interlocution of concrete subjects for production of sense and meanings, which implies a way of being and being in the world, but also of understanding it. The data analyzed in this work, produced through an intervention project, enabled the dynamics of 10 literary workshops, were grouped in thematic blocks of analysis as a methodological choice that facilitates the understanding of the object of study. For the critical evaluation of the reading events that took place in the selected workshops, I referred to Bordini & Aguiar's (1993) Receptive Method as a starting point, since it is a method that allows the analysis of the data, giving us indicators from of readers' expectations. In this way, the theoretical contribution was systematized from the studies of Jauss (1979), for the Aesthetics of Reception, in permanent dialogue with Zilberman (1989) and Bordini & Aguiar (1993); de Silva (2013), Freire (1996) and Adorno (1995), for the reading autonomy; de Koch (2002) and Soares (1998) for the notion of reading as a contextualised practice of language use and reflection; by studying the use of workshops as research strategies by Spink & Medrado (2014) and by studies in literature and society such as Candido (2006). The analyzes carried out reveal that reading practices carried out with a focus on the critical reader, offer significant experiences in literature, which contributes to the creative activity of the young readers and to the sharing of sense and meanings among subjects. They also showed the relevance of the school's re-signification in offering practical emancipatory readings
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spelling Besnosik, Maria Helena da Rocha11758015500http://lattes.cnpq.br/026725441711417838032996591http://lattes.cnpq.br/7452186430380252Laranjeiras, Sandra Zely Alves Silva2019-08-05T22:53:05Z2019-03-29LARANJEIRAS. Sandra Zely Alves Silva. Formação da autonomia leitora: reflexões a partir da estética da recepção. 2019. 155f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019.http://tede2.uefs.br:8080/handle/tede/827This study, linked to the research line Cultures, Formation and Pedagogical Practices of the Graduate Program of the Universidade Estadual de Feira de Santana - UEFS - Bahia, aims to understand the reading formation of High School students, starting from themselves, investigating how literary reading contributes to the formation of the autonomous reader in contemporary times, in the light of the Aesthetics of Reception (JAUSS, 1979). It is born of a set of inquiries emerged from my experiences as reader and professional that, intertwined, converge on two key questions: how to understand the process of formation of the reading autonomy of the students in public school, taking as a research basis the reception of the literary text? I emphasize the importance given to the idea that reading and writing practices are embedded in historical and social contexts, and therefore objects of study of the Social Sciences. To meet the demands of Society and Education, among the many dialogues established, I bring Theodor Adorno as a debater of these issues. Thus, reading workshops were held at the Landulfo Alves de Almeida State College, in Cruz das Almas, Bahia, with high school students, with the mediation of literary texts as interface with the constitution of autonomy. The aim of this research is to investigate the social and cultural contexts in which the experience of the reader is constituted. In this sense, the theoretical-methodological path for this research is based on the receptive relations of the reader-text, on the originality of this encounter and on the processes of negotiation and production of meanings for the literary text. In dialogue with the Aesthetics of Reception in Jauss (1979) and the Adornian theory (2000), I propose research as an event, because knowledge is a social construction that involves, in a dynamic process, the interlocution of concrete subjects for production of sense and meanings, which implies a way of being and being in the world, but also of understanding it. The data analyzed in this work, produced through an intervention project, enabled the dynamics of 10 literary workshops, were grouped in thematic blocks of analysis as a methodological choice that facilitates the understanding of the object of study. For the critical evaluation of the reading events that took place in the selected workshops, I referred to Bordini & Aguiar's (1993) Receptive Method as a starting point, since it is a method that allows the analysis of the data, giving us indicators from of readers' expectations. In this way, the theoretical contribution was systematized from the studies of Jauss (1979), for the Aesthetics of Reception, in permanent dialogue with Zilberman (1989) and Bordini & Aguiar (1993); de Silva (2013), Freire (1996) and Adorno (1995), for the reading autonomy; de Koch (2002) and Soares (1998) for the notion of reading as a contextualised practice of language use and reflection; by studying the use of workshops as research strategies by Spink & Medrado (2014) and by studies in literature and society such as Candido (2006). The analyzes carried out reveal that reading practices carried out with a focus on the critical reader, offer significant experiences in literature, which contributes to the creative activity of the young readers and to the sharing of sense and meanings among subjects. They also showed the relevance of the school's re-signification in offering practical emancipatory readingsEste estudo, vinculado à linha de pesquisa Culturas, Formação e Práticas Pedagógicas do Programa de Pós-Graduação da Universidade Estadual de Feira de Santana – UEFS – Bahia, se propõe a compreender a formação leitora de estudantes do Ensino Médio, a partir deles mesmos, investigando como a leitura literária contribui para a formação do leitor autônomo na contemporaneidade, à luz da Estética da Recepção (JAUSS, 1979). Nasce de um conjunto de indagações afloradas das minhas experiências leitoras e profissional que, entrelaçadas, convergem para a questão-chave: como compreender o processo de formação da autonomia leitora dos estudantes da escola pública, tomando por base de pesquisa a recepção do texto literário? Ressalto a importância conferida à ideia de que práticas de leitura e de escrita se inserem em contextos históricos e sociais, sendo, portanto, objetos de estudo das Ciências Sociais. Para atender às demandas da Sociedade e da Educação, entre tantos diálogos estabelecidos, trago Theodor Adorno como debatedor destas questões. Assim, foram realizadas oficinas de leitura no Colégio Estadual Landulfo Alves de Almeida, em Cruz das Almas, Bahia, com estudantes de ensino médio, tendo como eixo norteador as mediações de textos literários em interface com a constituição da autonomia. Objetivo ainda, com esta pesquisa, investigar os contextos sociais e culturais em que a experiência do leitor se constitui. Nesse sentido, o caminho teórico-metodológico para esta investigação se pauta nas relações recepcionais do leitor-texto, na originalidade desse encontro e nos processos de negociação e produção de sentidos para o texto literário. Em diálogo com a Estética da Recepção em Jauss (1979) e com a teoria Adorniana (1995), proponho a pesquisa como um acontecimento, pois o conhecimento é uma construção social que envolve, em um processo dinâmico, a interlocução dos sujeitos concretos para produção de sentidos e significados, que implica um modo de ser e estar no mundo, como também de compreendê-lo. Os dados analisados neste trabalho, produzidos por meio de um projeto de intervenção, viabilizado pela dinâmica de 10 Oficinas literárias, foram agrupados em blocos temáticos de análise como escolha metodológica que facilita a compreensão do objeto de estudo. Para a apreciação crítica dos eventos de leitura ocorridos nas oficinas selecionadas, recorri ao Método Recepcional (MR) de Bordini & Aguiar (1993) como ponto de partida, por se tratar de um método que permite a análise dos dados, nos dando indicadores a partir dos horizontes de expectativa dos leitores. Desta forma, o aporte teórico foi sistematizado a partir dos estudos de Jauss (1979), para a Estética da Recepção, em diálogo permanente com Zilberman (1989) e Bordini & Aguiar (1993); de Silva (2013), Freire (1996) e Adorno (1995), para a autonomia leitora; de Koch (2002) e Soares (1998) para a noção de leitura como prática contextualizada de uso e reflexão sobre a linguagem; por estudo acerca do uso de oficinas como estratégias de pesquisa, de Spink & Medrado (2014) e por estudos acerca da literatura e sociedade como os de Cândido (2006), dentre outros. As análises empreendidas revelam que práticas de leitura realizadas com foco no leitor crítico oportunizam vivências significativas com a literatura, o que contribui para a atividade criadora dos jovens leitores e para o compartilhamento de sentidos e significados entre os sujeitos. Evidenciaram também a relevância da ressignificação da escola no tocante a oferecer práticas de leitura emancipatóriasSubmitted by Verena Pereira (verenagoncalves@uefs.br) on 2019-08-05T22:53:05Z No. of bitstreams: 1 DISSERTAÇÃO FINALIZADA PARA MIDIA PDF - SANDRA 2019.pdf: 2517713 bytes, checksum: 9e26d59e136688617152ce72f57d0ddd (MD5)Made available in DSpace on 2019-08-05T22:53:05Z (GMT). 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dc.title.por.fl_str_mv Formação da autonomia leitora: reflexões a partir da estética da recepção
title Formação da autonomia leitora: reflexões a partir da estética da recepção
spellingShingle Formação da autonomia leitora: reflexões a partir da estética da recepção
Laranjeiras, Sandra Zely Alves Silva
Leitura literária
Estética da Recepção
Autonomia leitora
Oficinas de leitura
Literary reading
Aesthetics of the Reception
Autonomy reader
Reading workshops
EDUCACAO::ENSINO-APRENDIZAGEM
EDUCACAO::ENSINO-APRENDIZAGEM
title_short Formação da autonomia leitora: reflexões a partir da estética da recepção
title_full Formação da autonomia leitora: reflexões a partir da estética da recepção
title_fullStr Formação da autonomia leitora: reflexões a partir da estética da recepção
title_full_unstemmed Formação da autonomia leitora: reflexões a partir da estética da recepção
title_sort Formação da autonomia leitora: reflexões a partir da estética da recepção
author Laranjeiras, Sandra Zely Alves Silva
author_facet Laranjeiras, Sandra Zely Alves Silva
author_role author
dc.contributor.advisor1.fl_str_mv Besnosik, Maria Helena da Rocha
dc.contributor.advisor1ID.fl_str_mv 11758015500
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0267254417114178
dc.contributor.authorID.fl_str_mv 38032996591
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7452186430380252
dc.contributor.author.fl_str_mv Laranjeiras, Sandra Zely Alves Silva
contributor_str_mv Besnosik, Maria Helena da Rocha
dc.subject.por.fl_str_mv Leitura literária
Estética da Recepção
Autonomia leitora
Oficinas de leitura
topic Leitura literária
Estética da Recepção
Autonomia leitora
Oficinas de leitura
Literary reading
Aesthetics of the Reception
Autonomy reader
Reading workshops
EDUCACAO::ENSINO-APRENDIZAGEM
EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.eng.fl_str_mv Literary reading
Aesthetics of the Reception
Autonomy reader
Reading workshops
dc.subject.cnpq.fl_str_mv EDUCACAO::ENSINO-APRENDIZAGEM
EDUCACAO::ENSINO-APRENDIZAGEM
description This study, linked to the research line Cultures, Formation and Pedagogical Practices of the Graduate Program of the Universidade Estadual de Feira de Santana - UEFS - Bahia, aims to understand the reading formation of High School students, starting from themselves, investigating how literary reading contributes to the formation of the autonomous reader in contemporary times, in the light of the Aesthetics of Reception (JAUSS, 1979). It is born of a set of inquiries emerged from my experiences as reader and professional that, intertwined, converge on two key questions: how to understand the process of formation of the reading autonomy of the students in public school, taking as a research basis the reception of the literary text? I emphasize the importance given to the idea that reading and writing practices are embedded in historical and social contexts, and therefore objects of study of the Social Sciences. To meet the demands of Society and Education, among the many dialogues established, I bring Theodor Adorno as a debater of these issues. Thus, reading workshops were held at the Landulfo Alves de Almeida State College, in Cruz das Almas, Bahia, with high school students, with the mediation of literary texts as interface with the constitution of autonomy. The aim of this research is to investigate the social and cultural contexts in which the experience of the reader is constituted. In this sense, the theoretical-methodological path for this research is based on the receptive relations of the reader-text, on the originality of this encounter and on the processes of negotiation and production of meanings for the literary text. In dialogue with the Aesthetics of Reception in Jauss (1979) and the Adornian theory (2000), I propose research as an event, because knowledge is a social construction that involves, in a dynamic process, the interlocution of concrete subjects for production of sense and meanings, which implies a way of being and being in the world, but also of understanding it. The data analyzed in this work, produced through an intervention project, enabled the dynamics of 10 literary workshops, were grouped in thematic blocks of analysis as a methodological choice that facilitates the understanding of the object of study. For the critical evaluation of the reading events that took place in the selected workshops, I referred to Bordini & Aguiar's (1993) Receptive Method as a starting point, since it is a method that allows the analysis of the data, giving us indicators from of readers' expectations. In this way, the theoretical contribution was systematized from the studies of Jauss (1979), for the Aesthetics of Reception, in permanent dialogue with Zilberman (1989) and Bordini & Aguiar (1993); de Silva (2013), Freire (1996) and Adorno (1995), for the reading autonomy; de Koch (2002) and Soares (1998) for the notion of reading as a contextualised practice of language use and reflection; by studying the use of workshops as research strategies by Spink & Medrado (2014) and by studies in literature and society such as Candido (2006). The analyzes carried out reveal that reading practices carried out with a focus on the critical reader, offer significant experiences in literature, which contributes to the creative activity of the young readers and to the sharing of sense and meanings among subjects. They also showed the relevance of the school's re-signification in offering practical emancipatory readings
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-08-05T22:53:05Z
dc.date.issued.fl_str_mv 2019-03-29
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv LARANJEIRAS. Sandra Zely Alves Silva. Formação da autonomia leitora: reflexões a partir da estética da recepção. 2019. 155f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019.
dc.identifier.uri.fl_str_mv http://tede2.uefs.br:8080/handle/tede/827
identifier_str_mv LARANJEIRAS. Sandra Zely Alves Silva. Formação da autonomia leitora: reflexões a partir da estética da recepção. 2019. 155f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2019.
url http://tede2.uefs.br:8080/handle/tede/827
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dc.publisher.none.fl_str_mv Universidade Estadual de Feira de Santana
dc.publisher.program.fl_str_mv Mestrado Acadêmico em Educação
dc.publisher.initials.fl_str_mv UEFS
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO
publisher.none.fl_str_mv Universidade Estadual de Feira de Santana
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repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)
repository.mail.fl_str_mv bcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.br
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