Marcas linguísticas da fruição no discurso docente e seus ecos na ressignificação da formação do aluno-leitor

• Autor(a) principal: Santos, Marizeth Faria dos
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17492
• topic: Formación del lector; Fruición; Identidad y autonomía lectoras; Reader formation; Fruition; Identity and autonomy in reading; Formação do leitor; Fruição; Identidade e autonomia leitoras; Leitura; Incentivo à leitura; Leitores – Reação crítica; Universidades e faculdades – Corpo docente; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This research studies significant linguistic marks in the speech of teachers, who took part into actions of the reading project “The voice/turn of the reader” which reveal the fruition in his/her path as a teacher/reader and to what extent his/her training shall be decisive for the formation of reader/fruition students. It investigates if such linguistic discursive marks, full of subjectivity, express in the path of teacher-readers the presence of fruition with a potential to, through a genuine pedagogical practice, give new significance to the development of reader-fruition-students; so far, contributing to a solid construction of identity and reading autonomy. The theoretical input, which is the basis for the development of this research, reflects the junction of linguistic theories and studies dedicated to the approach of texts and discourse, prioritizing the contributions offered by Bakhtin, Brait, Charaudeau, Maingueneau, Koch, Fávero and Orlandi . Besides, it had been essential the reflections about reading and teaching observed in Abreu, Barthes, Freire, Geraldi, Kleiman, Lajolo, Pennac, Silva, Vargas, Yunes and Zilberman . Furthermore, it had been considered the philosophical contribution from Harbermas and Heidgger. Moreover, the grammatical basis to the analyses of the linguistic facts seen on the teachers’ talk and, in some cases, students’ is added; this scanning took into account the studies of Azeredo, Bechara, Cunha, Perini, Vilela & Koch, Mateus et alli, Neves. Hence, the corpus was analyzed into the intercommunicating perspective of the qualitative and quantitative aspects. Therefore, it considered teachers inserted in different curriculum components of the elementary school (from the sixth to the ninth year) located in three distinct public educational systems: Niterói (RJ), Canela (RS) and Nova Petrópolis (RS). Such comparative analyses aimed to observe, through an action-research, cities that present a considerable equivalence in their Human Development Indices, especially the Basic Education Development Indices. Also, the analyses focused on the similarities and divergences of elements in the education of teachers and students, considering those different regions already mentioned along with different educational systems, varied historical cultural background and experiences obtained on the reader training on the Voice/turn project. At last, it considered the study of the statements, to verify the fundamental role of fruition in the teacher’s path as a reader and its respective consequences for the student-reader education