UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEPG |
Texto Completo: | http://tede2.uepg.br/jspui/handle/prefix/1264 |
Resumo: | This study analyzed the reading practices that happen in the classes of Portuguese Language,specifically, with groups of 5th and 8th grades in three schools of the public education of the Ponta Grossa City, in Paraná State. In addition, it still looked for to understand the physical,material, pedagogic and human conditions existent in those schools that contribute to the effective development of reading practices. The field research involved the following strategies: observation of the school and of the classes of Portuguese Language, application of questionnaires to the responsible for the libraries, educators, teachers and students from the observed classes. The methodology used for the data collection was the qualitative research of the thnographic type and we analyzed the data in agreement with the approach of the qualitative researches. We organized the work in three discussion axes: a) education politics and the school context; b) educational practices: rituals and routines in the school quotidian; c) the reading practices in the school: the reading as cultural practice. The theoretical discussions are seated in authors that discuss the school, the reading and the cultural practices, like Bourdieu, Freire, Chartier, Smith, Foucambert, Solé and Silva and, also the ones who work with the education politics, such as: Paro, Frigotto, Sacristán and, still, the ones who have as axis the quotidian: Mclaren, Heller, Bourdieu, and others. The main conclusions are the following ones: a) the clients of the schools are formed by a very big economical and cultural diversity and, in that way, the school tries to homogenize and to ritualize the educational actions to impose an uniform posture; b) the schools sustain their practices centered in rituals and routines created in a long time; c) the relationships promoted at classroom are provocative of competitions between teachers and students. Those agents in the school context struggle amongst themselves, making agreements and negotiations trying to impose their values, faiths and habits; d) the teachers do not plan their classes, what results in fragmented and repetitive activities; e) the text book is the material most used by the teachers to work with the reading in classroom; f) into the schools there is a ready institutionalized speech that blames the media and the family institution for the students' indifference for the reading; l) the responsible professionals to mediate the reading in the schools - librarians, educators and teachers - affirmed that they are readers, however, eventually. As the teachers as the students recognize that the reading is important for the people life, they have notion of the role of the school in the formation of readers. |
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Saveli, Esméria de LourdesCPF:886756http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777630P6Ferreira, Norma Sandra de AlmeidaCPF:55151507834http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798366T0Larocca, PriscilaCPF:37231227953http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778114J6CPF:70050856987Benassi, Vera Lúcia Mazur2017-07-21T20:31:41Z2009-05-112017-07-21T20:31:41Z2008-12-08BENASSI, Vera Lúcia Mazur. UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES. 2008. 158 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2008.http://tede2.uepg.br/jspui/handle/prefix/1264This study analyzed the reading practices that happen in the classes of Portuguese Language,specifically, with groups of 5th and 8th grades in three schools of the public education of the Ponta Grossa City, in Paraná State. In addition, it still looked for to understand the physical,material, pedagogic and human conditions existent in those schools that contribute to the effective development of reading practices. The field research involved the following strategies: observation of the school and of the classes of Portuguese Language, application of questionnaires to the responsible for the libraries, educators, teachers and students from the observed classes. The methodology used for the data collection was the qualitative research of the thnographic type and we analyzed the data in agreement with the approach of the qualitative researches. We organized the work in three discussion axes: a) education politics and the school context; b) educational practices: rituals and routines in the school quotidian; c) the reading practices in the school: the reading as cultural practice. The theoretical discussions are seated in authors that discuss the school, the reading and the cultural practices, like Bourdieu, Freire, Chartier, Smith, Foucambert, Solé and Silva and, also the ones who work with the education politics, such as: Paro, Frigotto, Sacristán and, still, the ones who have as axis the quotidian: Mclaren, Heller, Bourdieu, and others. The main conclusions are the following ones: a) the clients of the schools are formed by a very big economical and cultural diversity and, in that way, the school tries to homogenize and to ritualize the educational actions to impose an uniform posture; b) the schools sustain their practices centered in rituals and routines created in a long time; c) the relationships promoted at classroom are provocative of competitions between teachers and students. Those agents in the school context struggle amongst themselves, making agreements and negotiations trying to impose their values, faiths and habits; d) the teachers do not plan their classes, what results in fragmented and repetitive activities; e) the text book is the material most used by the teachers to work with the reading in classroom; f) into the schools there is a ready institutionalized speech that blames the media and the family institution for the students' indifference for the reading; l) the responsible professionals to mediate the reading in the schools - librarians, educators and teachers - affirmed that they are readers, however, eventually. As the teachers as the students recognize that the reading is important for the people life, they have notion of the role of the school in the formation of readers.Este estudo analisou as práticas de leitura que ocorrem nas aulas de Língua Portuguesa, especificamente, com turmas de 5ª e 8ª séries em três escolas da rede pública do município de Ponta Grossa – Paraná. E, ainda, buscou-se compreender as condições físicas, materiais, pedagógicas e humanas existentes nessas escolas que contribuem para o desenvolvimento efetivo de práticas de leitura. A pesquisa de campo envolveu as seguintes estratégias: observação da escola e das aulas de Língua Portuguesa, aplicação de questionários aos responsáveis pelas bibliotecas, pedagogos, professores e alunos das classes observadas. A metodologia empregada para a coleta de dados foi a pesquisa qualitativa do tipo etnográfica e os dados foram analisados de acordo com a abordagem das pesquisas qualitativas. O trabalho está organizado em três eixos de discussão: a) políticas educacionais e o contexto escolar; b) práticas docentes: rituais e rotinas no cotidiano escolar; c) as práticas de leitura na escola: a leitura como prática cultural. As discussões teóricas estão assentadas em autores que discutem a escola, a leitura e as práticas culturais, como Bourdieu, Freire, Chartier, Smith, Foucambert, Solé e Silva e, também nos que trabalham com as políticas educacionais, como: Paro, Frigotto, Sacristán e, ainda, nos que têm como eixo o cotidiano: Mclaren, Heller, Bourdieu, e outros. As principais conclusões são as seguintes: a) a clientela das escolas é formada por uma diversidade econômica e cultural muito grande e, dessa forma, a escola tenta homogenizar e ritualizar as ações docentes para impor uma postura uniforme; b) as escolas sustentam suas práticas centradas em rituais e rotinas criadas há muito tempo; c) as relações promovidas em sala de aula são provocadoras de competições entre professores e alunos. Esses agentes no contexto escolar lutam entre si, fazendo acordos, negociações na tentativa de cada um, impor a seu modo os seus valores, crenças e hábitos; d) os professores não planejam suas aulas, o que resulta em atividades fragmentadas, repetitivas o que não estimula a participação dos alunos nas aulas; e) o livro didático é o material mais utilizado pelos professores para trabalhar a leitura em sala de aula; f) dentro das escolas existe um discurso pronto institucionalizado que culpa a mídia e a instituição familiar pelo desinteresse dos alunos pela leitura; g) os profissionais responsáveis por mediarem a leitura nas escolas – bibliotecários, pedagogos e professores – afirmaram que são leitores, porém, eventuais. Tanto os professores quanto os alunos reconhecem que a leitura é importante para a vida das pessoas, têm noção do papel da escola na formação de leitores.Made available in DSpace on 2017-07-21T20:31:41Z (GMT). No. of bitstreams: 1 VeraLuciaMazur.pdf: 527060 bytes, checksum: 9f24cc7b546d2c545009f2d9395cf229 (MD5) Previous issue date: 2008-12-08application/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãopolíticas educacionaispráticas de leituraEscolaeducation politicsreading practicesschoolCNPQ::CIENCIAS HUMANAS::EDUCACAOUM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIESinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALVeraLuciaMazur.pdfapplication/pdf527060http://tede2.uepg.br/jspui/bitstream/prefix/1264/1/VeraLuciaMazur.pdf9f24cc7b546d2c545009f2d9395cf229MD51prefix/12642017-07-21 17:31:41.84oai:tede2.uepg.br:prefix/1264Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:41Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.por.fl_str_mv |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
title |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
spellingShingle |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES Benassi, Vera Lúcia Mazur políticas educacionais práticas de leitura Escola education politics reading practices school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
title_full |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
title_fullStr |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
title_full_unstemmed |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
title_sort |
UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES |
author |
Benassi, Vera Lúcia Mazur |
author_facet |
Benassi, Vera Lúcia Mazur |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Saveli, Esméria de Lourdes |
dc.contributor.advisor1ID.fl_str_mv |
CPF:886756 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777630P6 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Norma Sandra de Almeida |
dc.contributor.referee1ID.fl_str_mv |
CPF:55151507834 |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798366T0 |
dc.contributor.referee2.fl_str_mv |
Larocca, Priscila |
dc.contributor.referee2ID.fl_str_mv |
CPF:37231227953 |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778114J6 |
dc.contributor.authorID.fl_str_mv |
CPF:70050856987 |
dc.contributor.author.fl_str_mv |
Benassi, Vera Lúcia Mazur |
contributor_str_mv |
Saveli, Esméria de Lourdes Ferreira, Norma Sandra de Almeida Larocca, Priscila |
dc.subject.por.fl_str_mv |
políticas educacionais práticas de leitura Escola |
topic |
políticas educacionais práticas de leitura Escola education politics reading practices school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
education politics reading practices school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study analyzed the reading practices that happen in the classes of Portuguese Language,specifically, with groups of 5th and 8th grades in three schools of the public education of the Ponta Grossa City, in Paraná State. In addition, it still looked for to understand the physical,material, pedagogic and human conditions existent in those schools that contribute to the effective development of reading practices. The field research involved the following strategies: observation of the school and of the classes of Portuguese Language, application of questionnaires to the responsible for the libraries, educators, teachers and students from the observed classes. The methodology used for the data collection was the qualitative research of the thnographic type and we analyzed the data in agreement with the approach of the qualitative researches. We organized the work in three discussion axes: a) education politics and the school context; b) educational practices: rituals and routines in the school quotidian; c) the reading practices in the school: the reading as cultural practice. The theoretical discussions are seated in authors that discuss the school, the reading and the cultural practices, like Bourdieu, Freire, Chartier, Smith, Foucambert, Solé and Silva and, also the ones who work with the education politics, such as: Paro, Frigotto, Sacristán and, still, the ones who have as axis the quotidian: Mclaren, Heller, Bourdieu, and others. The main conclusions are the following ones: a) the clients of the schools are formed by a very big economical and cultural diversity and, in that way, the school tries to homogenize and to ritualize the educational actions to impose an uniform posture; b) the schools sustain their practices centered in rituals and routines created in a long time; c) the relationships promoted at classroom are provocative of competitions between teachers and students. Those agents in the school context struggle amongst themselves, making agreements and negotiations trying to impose their values, faiths and habits; d) the teachers do not plan their classes, what results in fragmented and repetitive activities; e) the text book is the material most used by the teachers to work with the reading in classroom; f) into the schools there is a ready institutionalized speech that blames the media and the family institution for the students' indifference for the reading; l) the responsible professionals to mediate the reading in the schools - librarians, educators and teachers - affirmed that they are readers, however, eventually. As the teachers as the students recognize that the reading is important for the people life, they have notion of the role of the school in the formation of readers. |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-12-08 |
dc.date.available.fl_str_mv |
2009-05-11 2017-07-21T20:31:41Z |
dc.date.accessioned.fl_str_mv |
2017-07-21T20:31:41Z |
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 |
BENASSI, Vera Lúcia Mazur. UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES. 2008. 158 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2008. |
dc.identifier.uri.fl_str_mv |
http://tede2.uepg.br/jspui/handle/prefix/1264 |
identifier_str_mv |
BENASSI, Vera Lúcia Mazur. UM OLHAR SOBRE AS PRÁTICAS DE LEITURA NAS AULAS DE LÍNGUA PORTUGUESA EM 5ª E 8ª SÉRIES. 2008. 158 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2008. |
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UNIVERSIDADE ESTADUAL DE PONTA GROSSA |
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Programa de Pós-Graduação em Educação |
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UEPG |
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BR |
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Educação |
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UNIVERSIDADE ESTADUAL DE PONTA GROSSA |
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