Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Oliveira, Ilse Leone Borges Chaves dehttp://lattes.cnpq.br/2436302774611112Oliveira, Ilse Leone Borges Chaves deRibeiro, RenataSilva, Célia Sebastianahttp://lattes.cnpq.br/0820861522068079Kaadi, Izabel Cristina Xavier Rosa2018-10-09T11:40:23Z2018-09-14KAADI, I. C. X. R. Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental. 2018. 218 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8958The 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.A presente pesquisa de mestrado consiste na investigação das práticas de leitura literária em uma turma de 3º ano do Ensino Fundamental em uma escola da rede pública de ensino no município de Goiânia, com o objetivo de problematizar essas práticas e suas relações com a formação do aluno leitor. Formar leitores em nosso país é um imenso desafio. Em diferentes áreas do conhecimento, a leitura tem sido objeto de investigações devido aos muitos e diferentes fatores que têm contribuído para o fracasso na democratização do acesso à leitura. No que se refere à leitura literária, as dificuldades são ainda mais evidentes. Por falta de uma formação mais sólida e consistente, muitos professores acabam promovendo a inadequada escolarização da leitura literária. Tal postura, em vez de suscitar nos alunos o interesse e o gosto pela leitura, contribui para aumentar ainda mais o abismo existente entre o aluno e as práticas de leitura. Essa investigação configura-se como um estudo de caso, a partir de uma vertente qualitativa, tratando-se de uma metodologia que permite uma melhor compreensão dos problemas que envolvem a escola. O primeiro capítulo trata da conturbada relação entre leitura, escola e literatura. O segundo capítulo apresenta a metodologia da pesquisa, a contextualização da escola onde se deu a investigação e o perfil dos participantes. Aborda ainda como se deu o processo de seleção, coleta e análise dos dados. O terceiro capítulo apresenta a análise do corpus, o qual é constituído pelos dados coletados tanto no período de observação quanto no período de intervenção. No primeiro caso, foram consideradas as entrevistas gravadas em áudio com a professora regente e com os(as) alunos(as), aplicação de questionários com os pais e/ou responsáveis por esses(as) alunos(as) e a análise de documentos institucionais. No segundo, a análise se deu em torno do trabalho envolvendo as práticas de leitura literária com a turma investigada. Dessa forma, o produto educacional dessa pesquisa consiste nessa experiência de leitura literária a partir do letramento literário proposto por Cosson (2014). Seu objetivo é evidenciar a importância da inserção da literatura infantil no cotidiano escolar, bem como do papel do professor enquanto mediador no encontro entre o leitor iniciante e o texto literário. Os resultados desse estudo revelaram que, se bem fundamentado e bem articulado com as vivências dos alunos, o trabalho com a literatura infantil poderá ser um recurso fundamental para a ampliação do estímulo à leitura no ensino básico.Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-10-08T13:18:16Z No. of bitstreams: 2 Dissertação - Izabel Cristina Xavier Rosa Kaadi - 2018.pdf: 24946118 bytes, checksum: 25455fe9c57b867632c349be5c43d5f3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Olhe o espaço na citação: KAADI, I. C. X. R. Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental. 2018. 218 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás,(faltou um espaço)Goiânia, 2018. on 2018-10-09T10:46:44Z (GMT)Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-10-09T11:08:32Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Izabel Cristina Xavier Rosa Kaadi - 2018.pdf: 24946118 bytes, checksum: 25455fe9c57b867632c349be5c43d5f3 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-09T11:40:23Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Izabel Cristina Xavier Rosa Kaadi - 2018.pdf: 24946118 bytes, checksum: 25455fe9c57b867632c349be5c43d5f3 (MD5)Made available in DSpace on 2018-10-09T11:40:23Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - Izabel Cristina Xavier Rosa Kaadi - 2018.pdf: 24946118 bytes, checksum: 25455fe9c57b867632c349be5c43d5f3 (MD5) Previous issue date: 2018-09-14application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsinoLiteratura infantilFormação do leitorLetramento literárioTeachingChildren's literatureReader’s formationLiterary literacyCIENCIAS HUMANAS::EDUCACAOPráticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamentalPractice of literary reading and students reading formation of the 3rd year from elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6760778910420212860600600600-2481939986799146269-240345818910352367reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Practice of literary reading and students reading formation of the 3rd year from elementary school |
title |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
spellingShingle |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental Kaadi, Izabel Cristina Xavier Rosa Ensino Literatura infantil Formação do leitor Letramento literário Teaching Children's literature Reader’s formation Literary literacy CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
title_full |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
title_fullStr |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
title_full_unstemmed |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
title_sort |
Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental |
author |
Kaadi, Izabel Cristina Xavier Rosa |
author_facet |
Kaadi, Izabel Cristina Xavier Rosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Ilse Leone Borges Chaves de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2436302774611112 |
dc.contributor.referee1.fl_str_mv |
Oliveira, Ilse Leone Borges Chaves de |
dc.contributor.referee2.fl_str_mv |
Ribeiro, Renata |
dc.contributor.referee3.fl_str_mv |
Silva, Célia Sebastiana |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0820861522068079 |
dc.contributor.author.fl_str_mv |
Kaadi, Izabel Cristina Xavier Rosa |
contributor_str_mv |
Oliveira, Ilse Leone Borges Chaves de Oliveira, Ilse Leone Borges Chaves de Ribeiro, Renata Silva, Célia Sebastiana |
dc.subject.por.fl_str_mv |
Ensino Literatura infantil Formação do leitor Letramento literário |
topic |
Ensino Literatura infantil Formação do leitor Letramento literário Teaching Children's literature Reader’s formation Literary literacy CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching Children's literature Reader’s formation Literary literacy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-10-09T11:40:23Z |
dc.date.issued.fl_str_mv |
2018-09-14 |
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 |
KAADI, I. C. X. R. Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental. 2018. 218 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/8958 |
identifier_str_mv |
KAADI, I. C. X. R. Práticas de leitura literária e formação do aluno leitor no 3º ano do ensino fundamental. 2018. 218 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/8958 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-6760778910420212860 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-2481939986799146269 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
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UFG |
reponame_str |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/eaae0ac6-9d34-44a2-ae6a-efbfcbd1a11b/download http://repositorio.bc.ufg.br/tede/bitstreams/91ead173-c601-4959-81ed-ec7cacf8a852/download http://repositorio.bc.ufg.br/tede/bitstreams/42893188-81ff-4201-9527-2b94a2a2be79/download http://repositorio.bc.ufg.br/tede/bitstreams/0ddc8890-9e0c-4dec-97a9-90e4717f2ac4/download http://repositorio.bc.ufg.br/tede/bitstreams/d1584334-1eb4-43f3-9e0f-4e7f31f8946d/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f d41d8cd98f00b204e9800998ecf8427e d41d8cd98f00b204e9800998ecf8427e 89d75955c4d92b71c2df8f71a5093701 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044424184266752 |