The dialogical reading of tales as a support for the development of high school student's socioemotional skills
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Muiraquitã (Online) |
Texto Completo: | https://periodicos.ufac.br/index.php/mui/article/view/6851 |
Resumo: | Brazilian education, according to the guidelines of the Common National Curricular Base, should increasingly focus on transforming the student into the protagonist of their own learning, exploring their potential and values, thus becoming an empathetic and collaborative citizen. This vision requires, in a way, that academia turn its attention to issues related to basic education, in order to think of holistic pedagogical proposals that focus on the development of cognitive skills, connected to socioemotional issues of students. In view of this, we aim to explore the dialogical teaching of reading as a promoter of the development of social and emotional skills, through reading and listening of the tale genre examples, promoting collaborative learning, within the curriculum integration proposal, disseminated by the official educational documents, whose purpose is to contribute to the strengthening of the integral education of high school students. Our theoretical framework will be based on the ideas disseminated by the Dialogical Discourse Analysis, allied to the issues of Psychology with purposes for school education. We believe that the dialogical teaching of tales reading can mobilize themes that help in the development of subjects in their entirety. |
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The dialogical reading of tales as a support for the development of high school student's socioemotional skillsLeitura dialógica de contos como aporte para o desenvolvimento das competências socioemocionais de estudantes no Ensino MédioDialogical Reading. Tale. Socioemotional Skills. High School.Leitura Dialógica. Conto. Competências Socioemocionais. Ensino Médio.Brazilian education, according to the guidelines of the Common National Curricular Base, should increasingly focus on transforming the student into the protagonist of their own learning, exploring their potential and values, thus becoming an empathetic and collaborative citizen. This vision requires, in a way, that academia turn its attention to issues related to basic education, in order to think of holistic pedagogical proposals that focus on the development of cognitive skills, connected to socioemotional issues of students. In view of this, we aim to explore the dialogical teaching of reading as a promoter of the development of social and emotional skills, through reading and listening of the tale genre examples, promoting collaborative learning, within the curriculum integration proposal, disseminated by the official educational documents, whose purpose is to contribute to the strengthening of the integral education of high school students. Our theoretical framework will be based on the ideas disseminated by the Dialogical Discourse Analysis, allied to the issues of Psychology with purposes for school education. We believe that the dialogical teaching of tales reading can mobilize themes that help in the development of subjects in their entirety.A educação brasileira, de acordo com as orientações da Base Nacional Curricular Comum, deve focar cada vez mais na transformação do aluno em protagonista do seu próprio aprendizado, explorando suas potencialidades e valores, tornando-se, assim, um cidadão empático e colaborativo. Tal visão exige, de certa forma, que os meios acadêmicos voltem a atenção para questões relacionadas ao ensino básico, no sentido de pensar em propostas pedagógicas de caráter holístico que foquem no desenvolvimento das habilidades cognitivas, conectadas com as questões socioemocionais dos discentes. Em vista disso, objetivamos neste artigo explorar o ensino dialógico de leitura como promotor do desenvolvimento das competências socioemocionais, através da leitura e escuta de exemplares do gênero conto, promovendo uma aprendizagem colaborativa, dentro da proposta de integração curricular, difundida pelos documentos oficiais da educação, cujo intuito é contribuir para o fortalecimento da educação integral de estudantes do Ensino Médio. Nosso referencial teórico se pautará nas ideias difundidas pela Análise Dialógica do Discurso, aliadas às questões próprias da Psicologia com fins para a educação escolar. Acreditamos que o ensino dialógico de leitura de contos pode mobilizar temáticas que auxiliem no desenvolvimento dos sujeitos na sua integralidade. Nepan Editora2023-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufac.br/index.php/mui/article/view/685110.29327/266889.11.2-9Muiraquitã: Revista de Letras e Humanidades; v. 11 n. 2 (2023): Dossiê Bakhtin e o Círculo: Possibilidades para uma Perspectiva Discursivo-Enunciativa Teórica-Analítica-Metodológica2525-59241807-185610.29327/266889.11.2reponame:Muiraquitã (Online)instname:Universidade Federal do Acre (UFAC)instacron:UFACporhttps://periodicos.ufac.br/index.php/mui/article/view/6851/4386Copyright (c) 2023 Ana Paula, Pollyanne Bicalho, Mônica de Souza Serafimhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAndrade, Ana Paula Oliveira deRibeiro, Pollyanne BicalhoSerafim, Mônica de Souza2024-01-03T00:06:53Zoai:ojs.pkp.sfu.ca:article/6851Revistahttps://periodicos.ufac.br/revista/index.php/mui/indexPUBhttps://periodicos.ufac.br/revista/index.php/mui/oaimuiraquita.ppgli@ufac.br2525-59241807-1856opendoar:2024-01-03T00:06:53Muiraquitã (Online) - Universidade Federal do Acre (UFAC)false |
dc.title.none.fl_str_mv |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills Leitura dialógica de contos como aporte para o desenvolvimento das competências socioemocionais de estudantes no Ensino Médio |
title |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
spellingShingle |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills Andrade, Ana Paula Oliveira de Dialogical Reading. Tale. Socioemotional Skills. High School. Leitura Dialógica. Conto. Competências Socioemocionais. Ensino Médio. |
title_short |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
title_full |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
title_fullStr |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
title_full_unstemmed |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
title_sort |
The dialogical reading of tales as a support for the development of high school student's socioemotional skills |
author |
Andrade, Ana Paula Oliveira de |
author_facet |
Andrade, Ana Paula Oliveira de Ribeiro, Pollyanne Bicalho Serafim, Mônica de Souza |
author_role |
author |
author2 |
Ribeiro, Pollyanne Bicalho Serafim, Mônica de Souza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Andrade, Ana Paula Oliveira de Ribeiro, Pollyanne Bicalho Serafim, Mônica de Souza |
dc.subject.por.fl_str_mv |
Dialogical Reading. Tale. Socioemotional Skills. High School. Leitura Dialógica. Conto. Competências Socioemocionais. Ensino Médio. |
topic |
Dialogical Reading. Tale. Socioemotional Skills. High School. Leitura Dialógica. Conto. Competências Socioemocionais. Ensino Médio. |
description |
Brazilian education, according to the guidelines of the Common National Curricular Base, should increasingly focus on transforming the student into the protagonist of their own learning, exploring their potential and values, thus becoming an empathetic and collaborative citizen. This vision requires, in a way, that academia turn its attention to issues related to basic education, in order to think of holistic pedagogical proposals that focus on the development of cognitive skills, connected to socioemotional issues of students. In view of this, we aim to explore the dialogical teaching of reading as a promoter of the development of social and emotional skills, through reading and listening of the tale genre examples, promoting collaborative learning, within the curriculum integration proposal, disseminated by the official educational documents, whose purpose is to contribute to the strengthening of the integral education of high school students. Our theoretical framework will be based on the ideas disseminated by the Dialogical Discourse Analysis, allied to the issues of Psychology with purposes for school education. We believe that the dialogical teaching of tales reading can mobilize themes that help in the development of subjects in their entirety. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufac.br/index.php/mui/article/view/6851 10.29327/266889.11.2-9 |
url |
https://periodicos.ufac.br/index.php/mui/article/view/6851 |
identifier_str_mv |
10.29327/266889.11.2-9 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufac.br/index.php/mui/article/view/6851/4386 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Ana Paula, Pollyanne Bicalho, Mônica de Souza Serafim https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Ana Paula, Pollyanne Bicalho, Mônica de Souza Serafim https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Nepan Editora |
publisher.none.fl_str_mv |
Nepan Editora |
dc.source.none.fl_str_mv |
Muiraquitã: Revista de Letras e Humanidades; v. 11 n. 2 (2023): Dossiê Bakhtin e o Círculo: Possibilidades para uma Perspectiva Discursivo-Enunciativa Teórica-Analítica-Metodológica 2525-5924 1807-1856 10.29327/266889.11.2 reponame:Muiraquitã (Online) instname:Universidade Federal do Acre (UFAC) instacron:UFAC |
instname_str |
Universidade Federal do Acre (UFAC) |
instacron_str |
UFAC |
institution |
UFAC |
reponame_str |
Muiraquitã (Online) |
collection |
Muiraquitã (Online) |
repository.name.fl_str_mv |
Muiraquitã (Online) - Universidade Federal do Acre (UFAC) |
repository.mail.fl_str_mv |
muiraquita.ppgli@ufac.br |
_version_ |
1798329505999224832 |