Professora, eu leio, quer ver? Um diálogo exploratório com a prática de leitura dos aprendizes

• Autor(a) principal: Rangel, Andréia Mello
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14502
• topic: Reading; Exploratory practice; Pedagogical activity with exploratory potential; Speech; Leitura; Prática exploratória; Atividade pedagógica com potencial exploratório; Discurso; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This dissertation, having Exploratory Practice principles (ALLWRIGHT, 2005) as the ethical and pedagogical framework upon which the reflexive research was configured, brings its contribution to the area of Portuguese language teaching as it presents the pedagogical work carried out to generate understandings regarding the reading practices of learners of a 9th year class in a public elementary school in Itaboraí, Rio de Janeiro. Placed in the qualitative research paradigm, Exploratory Practice [EP] aggregates research and teaching. This happens because EP principles and the reflexive attitude it encourages practitioners to develop helped me, as well as my students, to work to understand their reading practices. By the same token, those principles underpinned the planning of activities that fostered the move to generate understandings. In this study, data was produced in the teaching and learning process that considered the multiples understandings coexisting inside the school environment, so that not only the hegemonic understandings, legitimated by the official curriculum, would have a place in class. So, this work adopts a perspective that praises the dialog and recognizes the students as teaching and learning agents. In this sense, the theoretical view of reading and literature that underpin this dissertation are linked to the diversity aspect and the premise that conceptions and knowledge are culturally, socially and historically established. This study also draws on the theory postulated by Vygotsky (2001, [1998]2003), highlighting the importance of interaction in the learning process. In order to involve the learners to "work to understand" their reading practices some Potentially Exploitable Pedagogical Activities - PEPA (ALLWRIGHT, 2005; MORAES BEZERRA, MILLER, CUNHA, 2007) were built. Thereby, these activities contemplated everything that involved the educational process in this research: my students, the school, our experiences, and myself so that not only the work with the language (TRAVAGLIA, 2009; ANTUNES 2009; GERALDI, 2012), but also with the discursive genre (BAKHTIN, 2002, [1997]2011) were contemplated. As I understand the curriculum as a place where knowledge is constructed by the learning agents, I view learners and teachers as knowledge producers (ALLWRIGHT, 2005; MORAES BEZERRA, MILLER, CUNHA, 2007).Finally, I point out the reflexive nature that this research adopts, in the sense of being itself an invitation to thinking about reading practices involving non canonical literature that is not recognized by the official curriculum and yet is brought to the classroom. Since these reading practices are not seen as problems but as a possibility to establish a fruitful dialogue with schooled reading practices, the research I carried out with my students cooperation did not look for solutions. Instead, we tried to understand their nature and how they could be part of our classroom, adding to the quality of life we lived there.