Leitura como estratégia de caça na contemporaneidade: apropriações e representações a partir do texto lírico por jovens na escola moçambicana

• Autor(a) principal: Tambe, Telma Amorgiana Fulane
• Data de Publicação: 2017
• 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/1/10713
• topic: Reading; Appropriations and Representations; Lyrical Text and Didactic Manual; Apropriações e Representações; Texto Lírico e Manual Didático; Educação Moçambique; Leitura; Literatura; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The aim of this research was to understand the appropriations and representations of reading, from the lyrical text by young people of the II cycle (11th and 12th grades) at the Gwaza_Muthini Secondary School in Mozambique, taking into account the school culture in the Portuguese discipline And its importance in the formation of reading practice, in contemporaneity. It is a practice of reading that is not exhausted by merely reading, but by understanding, interpreting, and often synthesizing the read and understood through writing. It should also be noted that much of the knowledge that contributes to personal growth is achieved through reading outside of school, which means that the presence of reading in life contributes to citizenship. In this context, this research was based on the theoretical basis of authors such as: Victor Manuel de Aguiar e Silva (1973, 1990); Humberto Eco (1983); Authors who discuss issues related to school culture, school as place / field of appropriations and reading, of which Chartier (1990), Kleiman (2002); Michel de Certeau (2005, 2014) Oliveira (2005), Silva (2014) and others who talk about how the reading of literary texts should be done. As a methodology, in addition to the documentary research (textbooks, teaching programs, thematic plans), we used the Gwaza-Muthini Secondary School's focus group on the experiences of the reading subjects (teachers and young students) . However, it was possible to observe that the school manual does not promote the awareness of a young-reader formation path in its fullness. The manual questionnaires validate only the mental search for conceptual meanings of the text; Do not refer to an emotional significance, to the impressions of reading and to the effects of this, nor do they validate, in the reading process, the importance of any emotional state aroused in the reader. But in their day-to-day practices, students are far more readers than you think