Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Baião, Jonê Carlahttp://lattes.cnpq.br/1731117448608917Andrade, Ludmila Thomé dehttp://lattes.cnpq.br/3915780435099216Araújo, Helena Maria Marqueshttp://lattes.cnpq.br/8290959340127502Sonco, Cláudia Hernandez Barreiroshttp://lattes.cnpq.br/4002383830105708http://lattes.cnpq.br/1841941246326041Fantappie, Tania Lucia Teixeira2021-01-05T16:36:48Z2019-08-192017-08-25FANTAPPIE, Tania Lucia Teixeira. Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II. 2017. 135 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017.http://www.bdtd.uerj.br/handle/1/7173This 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.Este estudo, de inspiração etnográfica, realizado na Escola Municipal Rui Barbosa, em Nova Friburgo, procurou conhecer práticas e saberes docentes relacionados ao ensino de leitura, nas diversas áreas de conhecimento. O estudo ocorreu, a partir de entrevistas com professores e observação de suas práticas cotidianas nas turmas de sexto e nono anos. Buscou resgatar os sentidos que esses docentes atribuem à leitura, identificar dificuldades que encontram para desenvolver os processos de ensino e aprendizagem da leitura na escola, como também ressaltar possibilidades que reconhecem como desencadeadoras de práticas de letramento e formação de leitores. A questão nuclear da pesquisa foi trazer à tona saberes e práticas docentes sobre leitura, considerando-a como responsabilidade da escola e não apenas dos professores dos anos iniciais ou dos professores de Língua Portuguesa. Freire (1989); Kramer (2000, 2011); Yunes (1995, 2002, 2012); Soares (1998, 2004); Kleiman e Moraes (1999); Kleiman (1995); Neves et al (2003) foram os principais autores de referência para subsidiar as reflexões sobre os sentidos da leitura na escola. No que se refere aos saberes docentes, as referências de Tardif (2000, 2002) e Barreiros (2006) constituem os principais aportes teóricos. Os estudos de Andrade (2006, 2015) fundamentam as abordagens relacionadas ao ensino e à aprendizagem da leitura, considerando a formação dos professores e a construção de seus saberes. No que se refere às abordagens conceituais sobre interdisciplinaridade, Japiassu (1976) constitui a referência básica e a metodologia de pesquisa foi orientada pelos estudos de Minayo (2009). Os resultados obtidos pela pesquisa permitem perceber que os saberes docentes revelam representações significativas para o entendimento sobre os sentidos da leitura na escola. Os discursos e práticas docentes mostram como os professores e professoras se constituem como leitores e como são capazes de influir na formação de sujeitos letrados. A formação inicial e continuada do professor torna-se, assim, questão básica para compor as intervenções necessárias na construção de uma escola leitora.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T16:36:48Z No. of bitstreams: 1 DISSERTACAO_TANIA.pdf: 1873743 bytes, checksum: 47d2160afe4da482ae457ea063a776dd (MD5)Made available in DSpace on 2021-01-05T16:36:48Z (GMT). No. of bitstreams: 1 DISSERTACAO_TANIA.pdf: 1873743 bytes, checksum: 47d2160afe4da482ae457ea063a776dd (MD5) Previous issue date: 2017-08-25application/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 SilveiraTeaching readingKnowledge and teaching practiceInterdisciplinarityEnsino de LeituraSaberes e práticas docentesInterdisciplinaridadeCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMSaberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental IITeachers knowledge in interdisciplinary reading practices in elementary education IIinfo: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_TANIA.pdfapplication/pdf1873743http://www.bdtd.uerj.br/bitstream/1/7173/1/DISSERTACAO_TANIA.pdf47d2160afe4da482ae457ea063a776ddMD511/71732024-02-26 15:47:22.521oai:www.bdtd.uerj.br:1/7173Biblioteca 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 |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
dc.title.alternative.eng.fl_str_mv |
Teachers knowledge in interdisciplinary reading practices in elementary education II |
title |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
spellingShingle |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II Fantappie, Tania Lucia Teixeira Teaching reading Knowledge and teaching practice Interdisciplinarity Ensino de Leitura Saberes e práticas docentes Interdisciplinaridade CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
title_full |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
title_fullStr |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
title_full_unstemmed |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
title_sort |
Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II |
author |
Fantappie, Tania Lucia Teixeira |
author_facet |
Fantappie, Tania Lucia Teixeira |
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 |
Andrade, Ludmila Thomé de |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3915780435099216 |
dc.contributor.referee2.fl_str_mv |
Araújo, Helena Maria Marques |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8290959340127502 |
dc.contributor.referee3.fl_str_mv |
Sonco, Cláudia Hernandez Barreiros |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/4002383830105708 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1841941246326041 |
dc.contributor.author.fl_str_mv |
Fantappie, Tania Lucia Teixeira |
contributor_str_mv |
Baião, Jonê Carla Andrade, Ludmila Thomé de Araújo, Helena Maria Marques Sonco, Cláudia Hernandez Barreiros |
dc.subject.eng.fl_str_mv |
Teaching reading Knowledge and teaching practice Interdisciplinarity |
topic |
Teaching reading Knowledge and teaching practice Interdisciplinarity Ensino de Leitura Saberes e práticas docentes Interdisciplinaridade CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.por.fl_str_mv |
Ensino de Leitura Saberes e práticas docentes Interdisciplinaridade |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
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. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-08-25 |
dc.date.available.fl_str_mv |
2019-08-19 |
dc.date.accessioned.fl_str_mv |
2021-01-05T16:36:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FANTAPPIE, Tania Lucia Teixeira. Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II. 2017. 135 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/7173 |
identifier_str_mv |
FANTAPPIE, Tania Lucia Teixeira. Saberes docentes em práticas interdisciplinares de leitura no Ensino Fundamental II. 2017. 135 f. Dissertação (Mestrado Profissional de Ensino em Educação Básica - CAp UERJ) - Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2017. |
url |
http://www.bdtd.uerj.br/handle/1/7173 |
dc.language.iso.fl_str_mv |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade do Estado do Rio de Janeiro |
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Programa de Pós-Graduação de Ensino em Educação Básica - CAp UERJ |
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UERJ |
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BR |
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Centro de Educação e Humanidades::Instituto de Aplicação Fernando Rodrigues da Silveira |
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Universidade do Estado do Rio de Janeiro |
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