A formação do leitor: Escola Sesc Pantanal

• Autor(a) principal: Oliveira, Lúcia Regina Silva de
• 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/1/7178
• topic: Reader formation; Reading; Teacher training; Formação do leitor; Leitura; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This research is a reference to the formation of an academic student reader at Pantanal Sesc School, one of the 200 schools regulated by The Sesc National Education Departament, located in Poconé, Mato Grosso. One of the educational principles of the Sesc schools is to form a critical subject, participatory and author of its own history. The prospect of accompanying the reader formation process in this school was developed by a case study, an approach referred by ethnographic inspiration studies, traveling a design methodological through its participant s observation, a process built on the inter-relationship of the researcher with the actors involved. The field study was conducted in two classes of 5th graders of an elementary school, one from the morning shift and another from the afternoon shift under the supervision of the same teacher. The reader s formation throughout training processes, subjects of the research and reading practices are instances that are correlated with the daily school life and can not be dissociated from the pedagogical way. To follow the daily school s work this research spoke with Yunes (2012), Silva (2005), Petit (2008) and Colomer (2007) and other researchers of the subject in focus and organizes data from research subjects: teacher, students, pedagogical coordinators and parents / guardians; reading practices in the daily routine of classes / reading the context legitimized by the school, with an emphasis on reading and library. The process of this research has brought further evidence pointing to the role of students to experience their reading experiences in school. This study, descriptive character, brings the emphases of the different subjects correlated with the data found in the educational activities of the school. The research results corroborate the investment that has been made by the school in the formation of student reading awareness when presenting a project from a lecture teacher, mediator of pedagogical action, player and also an example for students in training. This study can be a contribution to the teams in the Sesc schools when it comes to the player's training in different spaces and contexts.