A formação do leitor: Escola Sesc Pantanal

Detalhes bibliográficos
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
Resumo: 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.
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spelling Baião, Jonê Carlahttp://lattes.cnpq.br/1731117448608917Sonco, Cláudia Hernandez Barreiroshttp://lattes.cnpq.br/4002383830105708Goulart, Cecília Maria Aldiguerihttp://lattes.cnpq.br/7013025607404092http://lattes.cnpq.br/3393346131980087Oliveira, Lúcia Regina Silva de2021-01-05T16:36:55Z2019-01-182016-04-27OLIVEIRA, Lúcia Regina Silva de. A formação do leitor: Escola Sesc Pantanal. 2016. 133 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016.http://www.bdtd.uerj.br/handle/1/7178This 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.Trata esta pesquisa de como acontece a formação do aluno leitor na Escola Sesc Pantanal, uma das 200 escolas acompanhadas pelo Departamento de Educação do Sesc Departamento Nacional, localizada no município de Poconé, em Mato Grosso. Um dos princípios educativos das escolas do Sesc é a formação de um sujeito crítico, participativo e autor de sua história. A perspectiva de acompanhar o processo de formação de leitor, nessa escola, desenvolveu-se a partir do estudo de caso, em uma abordagem referenciada pelos estudos de inspiração etnográfica, percorrendo o caminho metodológico, por meio da observação participante, um processo construído na inter-relação da pesquisadora com os atores sociais envolvidos. O estudo de campo foi realizado em duas turmas de 5º ano do Ensino Fundamental, uma no turno matutino e outra no turno vespertino, sob a regência da mesma professora. A constituição de espaços de formação leitora, os sujeitos da pesquisa e as práticas de leitura são instâncias que interagem no cotidiano escolar e não podem ser dissociadas no fazer pedagógico. Para acompanhar o trabalho dessa escola, a pesquisa traz um diálogo com Yunes (2012), Silva (2005), Petit (2008), Colomer (2007) e outros estudiosos da temática em foco e organiza os dados, a partir dos sujeitos da pesquisa: professora, alunos, coordenação pedagógica e pais/responsáveis; as práticas de leitura presentes no cotidiano das turmas e os espaços/contextos de leitura legitimados pela escola, com ênfase no canto de leitura e na biblioteca. O processo desta pesquisa trouxe outros indícios que apontam para o protagonismo dos alunos, ao vivenciar suas experiências leitoras na escola. Este estudo, de caráter descritivo, traz a fala dos diferentes sujeitos coadunando com os dados encontrados na ação educativa da escola. O produto da pesquisa vem corroborar o investimento que tem sido feito pela escola na formação do aluno leitor, quando apresenta um projeto de formação do professor leitor, o mediador da ação pedagógica, também leitor e referência na formação dos alunos. Este estudo pode ser uma contribuição às equipes nas escolas do Sesc, quando se trata da formação do leitor em diferentes espaços e contextos.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T16:36:55Z No. of bitstreams: 1 DISSERTACAO LUCIA.pdf: 1515765 bytes, checksum: 0d0a8de1df1c05b44f63c44f983589e7 (MD5)Made available in DSpace on 2021-01-05T16:36:55Z (GMT). No. of bitstreams: 1 DISSERTACAO LUCIA.pdf: 1515765 bytes, checksum: 0d0a8de1df1c05b44f63c44f983589e7 (MD5) Previous issue date: 2016-04-27application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação de Ensino em Educação Básica - CAp UERJUERJBRCentro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da SilveiraReader formationReadingTeacher trainingFormação do leitorLeituraFormação de professoresCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMA formação do leitor: Escola Sesc PantanalThe reader formation: Sesc Pantanal Schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDISSERTACAO LUCIA.pdfapplication/pdf1515765http://www.bdtd.uerj.br/bitstream/1/7178/1/DISSERTACAO+LUCIA.pdf0d0a8de1df1c05b44f63c44f983589e7MD511/71782024-02-26 15:47:22.701oai:www.bdtd.uerj.br:1/7178Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-26T18:47:22Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.por.fl_str_mv A formação do leitor: Escola Sesc Pantanal
dc.title.alternative.eng.fl_str_mv The reader formation: Sesc Pantanal School
title A formação do leitor: Escola Sesc Pantanal
spellingShingle A formação do leitor: Escola Sesc Pantanal
Oliveira, Lúcia Regina Silva de
Reader formation
Reading
Teacher training
Formação do leitor
Leitura
Formação de professores
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
title_short A formação do leitor: Escola Sesc Pantanal
title_full A formação do leitor: Escola Sesc Pantanal
title_fullStr A formação do leitor: Escola Sesc Pantanal
title_full_unstemmed A formação do leitor: Escola Sesc Pantanal
title_sort A formação do leitor: Escola Sesc Pantanal
author Oliveira, Lúcia Regina Silva de
author_facet Oliveira, Lúcia Regina Silva de
author_role author
dc.contributor.advisor1.fl_str_mv Baião, Jonê Carla
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/1731117448608917
dc.contributor.referee1.fl_str_mv Sonco, Cláudia Hernandez Barreiros
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/4002383830105708
dc.contributor.referee2.fl_str_mv Goulart, Cecília Maria Aldigueri
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/7013025607404092
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3393346131980087
dc.contributor.author.fl_str_mv Oliveira, Lúcia Regina Silva de
contributor_str_mv Baião, Jonê Carla
Sonco, Cláudia Hernandez Barreiros
Goulart, Cecília Maria Aldigueri
dc.subject.eng.fl_str_mv Reader formation
Reading
Teacher training
topic Reader formation
Reading
Teacher training
Formação do leitor
Leitura
Formação de professores
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
dc.subject.por.fl_str_mv Formação do leitor
Leitura
Formação de professores
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
description 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.
publishDate 2016
dc.date.issued.fl_str_mv 2016-04-27
dc.date.available.fl_str_mv 2019-01-18
dc.date.accessioned.fl_str_mv 2021-01-05T16:36:55Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv OLIVEIRA, Lúcia Regina Silva de. A formação do leitor: Escola Sesc Pantanal. 2016. 133 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016.
dc.identifier.uri.fl_str_mv http://www.bdtd.uerj.br/handle/1/7178
identifier_str_mv OLIVEIRA, Lúcia Regina Silva de. A formação do leitor: Escola Sesc Pantanal. 2016. 133 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2016.
url http://www.bdtd.uerj.br/handle/1/7178
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dc.publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
dc.publisher.program.fl_str_mv Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ
dc.publisher.initials.fl_str_mv UERJ
dc.publisher.country.fl_str_mv BR
dc.publisher.department.fl_str_mv Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira
publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
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