Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar

Detalhes bibliográficos
Autor(a) principal: Teixeira, Ana Claudia Costa de Aquino
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
Texto Completo: http://localhost:8080/tede/handle/tede/546
Resumo: This present research Time for Literary Literacy: a reading proposal to the school library, had as its main objective to observe and analyze the consequences of the pedagogical action of reading literary narratives aloud by a teacher, in the space-time of the school library, set up in a sequence of reading and writing activities, integrated with the Portuguese language teaching. The question that guided this work was structured as follows: What developments can be observed from the reading of literary narratives aloud, performed by a teacher in the school library space-time? In order to reflect on our research object, the reading, theoretical background studies of Kleiman (2006; 2008), Tfouni (1995), Rojo (2010; 2012), Manguel (2004 [1996]), Cosson (2014 [2006]), among others were used. The methodology adopted in this process is centered in the Action-research field and qualitative inquiries, and therefore, interpretation, based on the studies of Tripp (2005), Bogdan (1994). As data collection and production the instruments used were questionnaires, initial diagnostic activities, students textual productions performed during the intervention (first and last) and the researcher reflective diary. The research locus was a public school, set in a suburb, located in Feira de Santana, in Bahia. The study subjects were 22 students enrolled in a 5th grade class of elementary school, seeking to observe the students‘ reader profile at the final cycle of schooling. The results of this research confirmed that the reading aloud performed by a teacher is a pedagogical action that can directly influence the formation of critical and reflective individuals, because the reading of narratives, especially those present in literary texts can help extend significantly self-understanding and world understanding, decisively helping the individual choices in readings and also interfering positively in the students written productions.
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spelling Rocha, Flavia Aninger de Barros5466028967256371683500http://lattes.cnpq.br/0909127134987914Teixeira, Ana Claudia Costa de Aquino2018-01-23T22:01:50Z2016-12-08TEIXEIRA, Ana Claudia Costa de Aquino. Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar. 2016. 195 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016.http://localhost:8080/tede/handle/tede/546This present research Time for Literary Literacy: a reading proposal to the school library, had as its main objective to observe and analyze the consequences of the pedagogical action of reading literary narratives aloud by a teacher, in the space-time of the school library, set up in a sequence of reading and writing activities, integrated with the Portuguese language teaching. The question that guided this work was structured as follows: What developments can be observed from the reading of literary narratives aloud, performed by a teacher in the school library space-time? In order to reflect on our research object, the reading, theoretical background studies of Kleiman (2006; 2008), Tfouni (1995), Rojo (2010; 2012), Manguel (2004 [1996]), Cosson (2014 [2006]), among others were used. The methodology adopted in this process is centered in the Action-research field and qualitative inquiries, and therefore, interpretation, based on the studies of Tripp (2005), Bogdan (1994). As data collection and production the instruments used were questionnaires, initial diagnostic activities, students textual productions performed during the intervention (first and last) and the researcher reflective diary. The research locus was a public school, set in a suburb, located in Feira de Santana, in Bahia. The study subjects were 22 students enrolled in a 5th grade class of elementary school, seeking to observe the students‘ reader profile at the final cycle of schooling. The results of this research confirmed that the reading aloud performed by a teacher is a pedagogical action that can directly influence the formation of critical and reflective individuals, because the reading of narratives, especially those present in literary texts can help extend significantly self-understanding and world understanding, decisively helping the individual choices in readings and also interfering positively in the students written productions.A presente pesquisa, Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar, teve por objetivo principal observar e analisar os desdobramentos da ação pedagógica da leitura de narrativas literárias em voz alta realizada pelo(a) professor(a), no espaço-tempo da biblioteca escolar, configurada numa sequência de atividades de leitura e escrita, integrada ao ensino de Língua Portuguesa. A questão que norteou este trabalho foi assim estruturada: Que desdobramentos podem ser observados a partir da leitura de narrativas literárias, em voz alta, realizada pelo(a) professor(a) no espaço-tempo da biblioteca escolar? A fim de refletir sobre o nosso objeto de pesquisa, leitura, utilizamos como pressupostos teóricos os estudos de Kleiman (2006; 2008), Tfouni (1995), Rojo (2010; 2012), Manguel (2004 [1996]), Cosson (2014 [2006]), entre outros. A metodologia, adotada neste processo, situa-se no campo da pesquisa-ação e das investigações qualitativas e, portanto, interpretativas, tomando como base os estudos de, Tripp (2005), Bogdan (1994). Como instrumentos de coleta e produção de dados foram utilizados (as) questionários, atividades diagnósticas iniciais, produções textuais das/dos estudantes realizadas durante a intervenção (inicial e final) e o diário reflexivo da pesquisadora. O Lócus da pesquisa foi uma escola pública municipal, inserida num bairro periférico, situada em Feira de Santana, na Bahia. Os sujeitos da pesquisa foram os 22 estudantes matriculados numa turma do 5º ano do Ensino Fundamental, buscando observar o perfil leitor desse(a)s estudantes ao final de um ciclo de escolaridade. Os resultados desta pesquisa confirmaram que a leitura em voz alta realizada pelo(a) professor(a) é uma ação pedagógica que influencia diretamente na constituição de indivíduos críticos e reflexivos, pois a leitura de narrativas, sobretudo aquelas presentes nos textos literários, tomados especificamente nesta pesquisa, podem ampliar de forma significativa a compreensão de si e do mundo, auxiliando decisivamente nas escolhas individuais de leituras e, ainda, interferem positivamente nas produções escritas do(a)s estudantes.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-23T22:01:50Z No. of bitstreams: 1 DISSERTAÇÃO FINAL COM AJUSTES_PUBLICAR.pdf: 13980329 bytes, checksum: 1d822c0531df84a93d411b4fc59077c3 (MD5)Made available in DSpace on 2018-01-23T22:01:50Z (GMT). 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dc.title.por.fl_str_mv Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
title Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
spellingShingle Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
Teixeira, Ana Claudia Costa de Aquino
Leitura
Letramento
Literatura
Biblioteca escolar
Reading
Literacy
Literature
School library
LETRAS::LINGUA PORTUGUESA
title_short Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
title_full Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
title_fullStr Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
title_full_unstemmed Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
title_sort Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar
author Teixeira, Ana Claudia Costa de Aquino
author_facet Teixeira, Ana Claudia Costa de Aquino
author_role author
dc.contributor.advisor1.fl_str_mv Rocha, Flavia Aninger de Barros
dc.contributor.advisor1ID.fl_str_mv 54660289672
dc.contributor.authorID.fl_str_mv 56371683500
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0909127134987914
dc.contributor.author.fl_str_mv Teixeira, Ana Claudia Costa de Aquino
contributor_str_mv Rocha, Flavia Aninger de Barros
dc.subject.por.fl_str_mv Leitura
Letramento
Literatura
Biblioteca escolar
topic Leitura
Letramento
Literatura
Biblioteca escolar
Reading
Literacy
Literature
School library
LETRAS::LINGUA PORTUGUESA
dc.subject.eng.fl_str_mv Reading
Literacy
Literature
School library
dc.subject.cnpq.fl_str_mv LETRAS::LINGUA PORTUGUESA
description This present research Time for Literary Literacy: a reading proposal to the school library, had as its main objective to observe and analyze the consequences of the pedagogical action of reading literary narratives aloud by a teacher, in the space-time of the school library, set up in a sequence of reading and writing activities, integrated with the Portuguese language teaching. The question that guided this work was structured as follows: What developments can be observed from the reading of literary narratives aloud, performed by a teacher in the school library space-time? In order to reflect on our research object, the reading, theoretical background studies of Kleiman (2006; 2008), Tfouni (1995), Rojo (2010; 2012), Manguel (2004 [1996]), Cosson (2014 [2006]), among others were used. The methodology adopted in this process is centered in the Action-research field and qualitative inquiries, and therefore, interpretation, based on the studies of Tripp (2005), Bogdan (1994). As data collection and production the instruments used were questionnaires, initial diagnostic activities, students textual productions performed during the intervention (first and last) and the researcher reflective diary. The research locus was a public school, set in a suburb, located in Feira de Santana, in Bahia. The study subjects were 22 students enrolled in a 5th grade class of elementary school, seeking to observe the students‘ reader profile at the final cycle of schooling. The results of this research confirmed that the reading aloud performed by a teacher is a pedagogical action that can directly influence the formation of critical and reflective individuals, because the reading of narratives, especially those present in literary texts can help extend significantly self-understanding and world understanding, decisively helping the individual choices in readings and also interfering positively in the students written productions.
publishDate 2016
dc.date.issued.fl_str_mv 2016-12-08
dc.date.accessioned.fl_str_mv 2018-01-23T22:01:50Z
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dc.identifier.citation.fl_str_mv TEIXEIRA, Ana Claudia Costa de Aquino. Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar. 2016. 195 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016.
dc.identifier.uri.fl_str_mv http://localhost:8080/tede/handle/tede/546
identifier_str_mv TEIXEIRA, Ana Claudia Costa de Aquino. Tempo para o letramento literário: uma proposta de leitura na biblioteca escolar. 2016. 195 f. Dissertação (Mestrado Profissional em Letras)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016.
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dc.publisher.program.fl_str_mv Mestrado Profissional em Letras
dc.publisher.initials.fl_str_mv UEFS
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE LETRAS E ARTES
publisher.none.fl_str_mv Universidade Estadual de Feira de Santana
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