Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental

• Autor(a) principal: Kaadi, Izabel Cristina Xavier Rosa
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/8958
• topic: Ensino; Literatura infantil; Formação do leitor; Letramento literário; Teaching; Children's literature; Reader’s formation; Literary literacy; CIENCIAS HUMANAS::EDUCACAO

The present research consists of the investigation of literary reading practices in a class of 3º grade of Elementary School in a public school system in the city of Goiânia, with the objective of problematizing these practices and their relations with student education reader. Forming readers in our country is a big challenge. In different areas of knowledge, reading has been the subject of research because of many different factors that have contributed to the failure to democratize the access of reading. As far as literary reading is concerned, the difficulties are even more evident. Because of the lack of more solid and consistent formation, many teachers end up promoting the inadequate schooling of literary reading. Such a posture, instead of raising students' interest in and interest in reading, further increases the gap between the student and reading practices. This research is configured as a case study, from a qualitative perspective, being a methodology that allows a better understanding of the problems that involve the school. The first chapter deals with the troubled relationship between reading, school and literature. The second chapter presents the methodology of the research, the contextualization of the school where the research was carried out and the profile of the participants. It also deals with the process of selection, collection and analysis of data. The third chapter presents the analysis of the corpus, which is constituted by data collected both during the observation period and during the intervention period. In the first case, the interviews were recorded in audio with the teacher and with the students, the application of questionnaires with the parents and/or those responsible for these students and the analysis of documents institutions. In the second, the analysis was based on the work involving literary reading practices with the class investigated. Thus, the educational product of this research consists of this experience of literary reading from the literary literacy proposed by Cosson (2014). Its objective is to highlight the importance of the insertion of children's literature in the daily school life, as well as the role of the teacher as mediator in the encounter between the beginning reader and the literary text. The results of this study revealed that, if well founded and well articulated with the experiences of students, work with children's literature may be a fundamental resource for expanding the stimulus to reading in elementary education.