Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II

• Autor(a) principal: Fantappie, Tania Lucia Teixeira
• 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/1/7173
• topic: Teaching reading; Knowledge and teaching practice; Interdisciplinarity; Ensino de Leitura; Saberes e práticas docentes; Interdisciplinaridade; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

This study, ethinographically inspired, performed at Escola Municipal Rui Barbosa in Nova Friburgo, tried to learn teacher´s practices and learning related to the teaching of reading in the diverse areas of knowledge. The study took place from interviews with teachers and observation of their daily practice in the sixth and ninth grades. It tried to rescue the meaning these teachers attribute to reading, to identify difficulties that they find to develop the teaching and learning processes of reading in schools, as well as to point out possibilities that they recognize as triggers of practice of literacy and the creation of readers. The central point of the research aimed to draw forth teachers knowledge and practice of reading, considering it as the school responsibility and not only the teachers in the first years or the teachers of the Portuguese Language. Freire (1989); Kramer (2000, 2011); Yunes (1995, 2002, 2012); Soares (1998, 2004); Kleiman and Moraes (1999); Kleiman (1995); Neves et al (2003), were the main authors of reference to subsidize the reflection about the meaning of reading in schools. As for teachers knowledge, the references of Tardif (2000, 2002) and Barreiros (2006) are part of the principal theoretical contributions. Andrade´s studies (2006, 2015) are based on approaches related to teaching and learning of reading, considering the teachers background and the construction of their knowledge. As for the conceptual approaches about interdisciplinarity, Japiassu (1976) makes up a basic reference and the methodology of research was directed by studies of Minayo (2009). The results obtained by the reseach enable us to notice that the teachers knowledge reveals substantial representation for the understanding about the meaning of reading at school. The speeches and teaching practices show how teachers comprise as readers and how they are capable of influencing in the education of literate people. This way, the teacher´s initial and continued education becomes a basic matter to make up the necessary contribution to the construction of a reading school.