Tecer e (re)bordar: histórias de leitura em narrativas docentes
Autor(a) principal: | |
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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/1/9959 |
Resumo: | This dissertation focuses on investigating stories for reading teachers. Based on Walter Benjamin's critique of modernity and the idea of progress which results in wasting the art of narrating and exchange experiences (BENJAMIN, 1994), the research tries to understand, from oral narratives, as five teachers who worked with continuing education of teachers in the municipality of Niterói/RJ were building-along their trajectories relationship with reading and literature. Investigate about the movement of training of teachers as readers makes us reflect on the conceptions of reading as experience and literature as living expression to rethink life, the place the individual in the world and the interweaving of social and individual in the process of (self) formation. In addition, rescue, by means of reports of memory, stories and experiences help us understand not only the multiple forms of training, but also cause us to think we are constituents of our own stories and that some practices related to the Act of reading, some placements of subjects as readers and possible limits and potentialities of reading and literature in the process of personal and professional Constitution of the individual are fruits of historical buildings and produced individual and relations collectively. The dissertation includes also a discussion about the continuing education of teachers in the context of research for understanding such subject as crossing. The methodological choice is anchored in the discursive dimension of language (BAKHTIN, 2011; 2014) which leads us to the defense of the interview as a dialogic space of entrefalas and contrapalavras; and examining the potential force present in the speeches, seeking to understand at the meeting with the polysemy and the polyphony of the narratives the effects of sense of what was said. The contribution by the present text is, above all, from the dialogues, fabrics enable opening of horizon of possibilities (BAKHTIN, 2011) that may lead us to new and others senses and reflections in the field of education, reading and continuing training of teachers. |
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Morais, Jacqueline de Fátima dos Santoshttp://lattes.cnpq.br/0089597416706758Lima, Alexandra Garcia Ferreirahttp://lattes.cnpq.br/3937685552665813Ribas, Maria Cristina Cardosohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786704A3Cinelli, Maria Luiza Sussekind Veríssimohttp://lattes.cnpq.br/3054907039826552http://lattes.cnpq.br/8472139688795423Silva, Jacqueline Martins da2021-01-05T21:31:36Z2017-04-202016-03-22SILVA, Jacqueline Martins da. Tecer e (re)bordar: histórias de leitura em narrativas docentes. 2016. 121 f. Dissertação (Mestrado em Processos Formativos e Desigualdades Sociais) - Universidade do Estado do Rio de Janeiro, São Gonçalo, 2016.http://www.bdtd.uerj.br/handle/1/9959This dissertation focuses on investigating stories for reading teachers. Based on Walter Benjamin's critique of modernity and the idea of progress which results in wasting the art of narrating and exchange experiences (BENJAMIN, 1994), the research tries to understand, from oral narratives, as five teachers who worked with continuing education of teachers in the municipality of Niterói/RJ were building-along their trajectories relationship with reading and literature. Investigate about the movement of training of teachers as readers makes us reflect on the conceptions of reading as experience and literature as living expression to rethink life, the place the individual in the world and the interweaving of social and individual in the process of (self) formation. In addition, rescue, by means of reports of memory, stories and experiences help us understand not only the multiple forms of training, but also cause us to think we are constituents of our own stories and that some practices related to the Act of reading, some placements of subjects as readers and possible limits and potentialities of reading and literature in the process of personal and professional Constitution of the individual are fruits of historical buildings and produced individual and relations collectively. The dissertation includes also a discussion about the continuing education of teachers in the context of research for understanding such subject as crossing. The methodological choice is anchored in the discursive dimension of language (BAKHTIN, 2011; 2014) which leads us to the defense of the interview as a dialogic space of entrefalas and contrapalavras; and examining the potential force present in the speeches, seeking to understand at the meeting with the polysemy and the polyphony of the narratives the effects of sense of what was said. The contribution by the present text is, above all, from the dialogues, fabrics enable opening of horizon of possibilities (BAKHTIN, 2011) that may lead us to new and others senses and reflections in the field of education, reading and continuing training of teachers.Esta dissertação tem como centralidade investigar histórias de leitura de professoras. Com base na crítica de Walter Benjamin à modernidade e à ideia de progresso que resulta no definhamento da arte de narrar e intercambiar experiências (BENJAMIN, 1994), a pesquisa busca compreender, a partir de narrativas orais, como cinco professoras que atuaram com formação continuada de professores no município de Niterói-RJ foram construindo, ao longo de suas trajetórias, uma relação com a leitura e a literatura. Investigar acerca dos movimentos de formação das professoras como leitoras possibilita-nos refletir sobre as concepções de leitura como experiência e da literatura como expressão viva para repensar a vida, o lugar o indivíduo no mundo e o entrecruzamento do individual e do social no processo de (auto)formação. Além disso, resgatar, por meio de relatos memorialísticos, histórias e experiências vividas ajuda-nos a compreender não só as múltiplas formas de formação, mas também provocar-nos a pensar que somos constituintes de nossas próprias histórias e que algumas práticas relacionadas ao ato de ler, alguns posicionamentos dos sujeitos como leitores e os possíveis limites e potencialidades da leitura e da literatura no processo de constituição pessoal e profissional do indivíduo são frutos de construções históricas e de relações produzidas individual e coletivamente. A dissertação contempla também uma discussão a repeito da formação continuada de professores no contexto da investigação por compreender tal assunto como atravessamento na pesquisa. A escolha metodológica está ancorada na dimensão discursiva da linguagem (BAKHTIN, 2011; 2014) o que nos leva à defesa da entrevista como um espaço dialógico de entrefalas e contrapalavras; possibilita-nos também a analisar a força potencial presente nos discursos, buscando perceber no encontro com as narrativas polissêmicas e polifônicas os efeitos de sentido do que foi dito. A contribuição, mediante o presente texto é, sobretudo, a partir dos diálogos tecidos, possibilitar abertura de horizonte de possibilidades (BAKHTIN, 2011) que possam nos levar a ressignificações e reflexões no campo da educação, da leitura e de formação continuada de professores.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-05T21:31:36Z No. of bitstreams: 1 Dissertacao Jacqueline Silva.pdf: 946854 bytes, checksum: 36555b1e13ba0698aeec73a65f328252 (MD5)Made available in DSpace on 2021-01-05T21:31:36Z (GMT). No. of bitstreams: 1 Dissertacao Jacqueline Silva.pdf: 946854 bytes, checksum: 36555b1e13ba0698aeec73a65f328252 (MD5) Previous issue date: 2016-03-22application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Educação - Processos Formativos e Desigualdades SociaisUERJBRCentro de Educação e Humanidades::Faculdade de Formação de ProfessoresReadingLiteratureTeaching NarrativesLeituraLiteraturaNarrativas docentesCNPQ::CIENCIAS HUMANAS::EDUCACAOTecer e (re)bordar: histórias de leitura em narrativas docentes(re) weaving and embroidering: reading stories in teaching narrativesinfo: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 Jacqueline Silva.pdfapplication/pdf946854http://www.bdtd.uerj.br/bitstream/1/9959/1/Dissertacao+Jacqueline+Silva.pdf36555b1e13ba0698aeec73a65f328252MD511/99592024-02-27 15:11:24.803oai:www.bdtd.uerj.br:1/9959Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T18:11:24Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
dc.title.alternative.eng.fl_str_mv |
(re) weaving and embroidering: reading stories in teaching narratives |
title |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
spellingShingle |
Tecer e (re)bordar: histórias de leitura em narrativas docentes Silva, Jacqueline Martins da Reading Literature Teaching Narratives Leitura Literatura Narrativas docentes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
title_full |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
title_fullStr |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
title_full_unstemmed |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
title_sort |
Tecer e (re)bordar: histórias de leitura em narrativas docentes |
author |
Silva, Jacqueline Martins da |
author_facet |
Silva, Jacqueline Martins da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Morais, Jacqueline de Fátima dos Santos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0089597416706758 |
dc.contributor.referee1.fl_str_mv |
Lima, Alexandra Garcia Ferreira |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3937685552665813 |
dc.contributor.referee2.fl_str_mv |
Ribas, Maria Cristina Cardoso |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786704A3 |
dc.contributor.referee3.fl_str_mv |
Cinelli, Maria Luiza Sussekind Veríssimo |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3054907039826552 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8472139688795423 |
dc.contributor.author.fl_str_mv |
Silva, Jacqueline Martins da |
contributor_str_mv |
Morais, Jacqueline de Fátima dos Santos Lima, Alexandra Garcia Ferreira Ribas, Maria Cristina Cardoso Cinelli, Maria Luiza Sussekind Veríssimo |
dc.subject.eng.fl_str_mv |
Reading Literature Teaching Narratives |
topic |
Reading Literature Teaching Narratives Leitura Literatura Narrativas docentes CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.por.fl_str_mv |
Leitura Literatura Narrativas docentes |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation focuses on investigating stories for reading teachers. Based on Walter Benjamin's critique of modernity and the idea of progress which results in wasting the art of narrating and exchange experiences (BENJAMIN, 1994), the research tries to understand, from oral narratives, as five teachers who worked with continuing education of teachers in the municipality of Niterói/RJ were building-along their trajectories relationship with reading and literature. Investigate about the movement of training of teachers as readers makes us reflect on the conceptions of reading as experience and literature as living expression to rethink life, the place the individual in the world and the interweaving of social and individual in the process of (self) formation. In addition, rescue, by means of reports of memory, stories and experiences help us understand not only the multiple forms of training, but also cause us to think we are constituents of our own stories and that some practices related to the Act of reading, some placements of subjects as readers and possible limits and potentialities of reading and literature in the process of personal and professional Constitution of the individual are fruits of historical buildings and produced individual and relations collectively. The dissertation includes also a discussion about the continuing education of teachers in the context of research for understanding such subject as crossing. The methodological choice is anchored in the discursive dimension of language (BAKHTIN, 2011; 2014) which leads us to the defense of the interview as a dialogic space of entrefalas and contrapalavras; and examining the potential force present in the speeches, seeking to understand at the meeting with the polysemy and the polyphony of the narratives the effects of sense of what was said. The contribution by the present text is, above all, from the dialogues, fabrics enable opening of horizon of possibilities (BAKHTIN, 2011) that may lead us to new and others senses and reflections in the field of education, reading and continuing training of teachers. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-03-22 |
dc.date.available.fl_str_mv |
2017-04-20 |
dc.date.accessioned.fl_str_mv |
2021-01-05T21:31:36Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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SILVA, Jacqueline Martins da. Tecer e (re)bordar: histórias de leitura em narrativas docentes. 2016. 121 f. Dissertação (Mestrado em Processos Formativos e Desigualdades Sociais) - Universidade do Estado do Rio de Janeiro, São Gonçalo, 2016. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/9959 |
identifier_str_mv |
SILVA, Jacqueline Martins da. Tecer e (re)bordar: histórias de leitura em narrativas docentes. 2016. 121 f. Dissertação (Mestrado em Processos Formativos e Desigualdades Sociais) - Universidade do Estado do Rio de Janeiro, São Gonçalo, 2016. |
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http://www.bdtd.uerj.br/handle/1/9959 |
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por |
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Centro de Educação e Humanidades::Faculdade de Formação de Professores |
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Universidade do Estado do Rio de Janeiro |
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