Estratégias de leitura na adolescência: perspectivas, desafios e alternativas
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/10480 |
Resumo: | This dissertation aims to report, discuss and analyze the research entitled ADOLESCENT READING STRATEGIES: Perspectives, Challenges and Alternatives. The intention of the research was to create teaching-learning situations that enhance the reading and comprehension of texts in an elementary school class. To carry out this work, the responsive view of reading and the development of reading strategies were taken into account, with the help of mediation and dialogue of the teacher. The subjects involved in the research were part of the lower middle class and attended (in 2018) the 8th grade of a State College of the city of Goiânia. The methodological option of the research was the qualitative one, in view of the participant observation, which allows the researcher to understand the researched situation, to keep in touch with the researched subjects, besides participating in the actions and intervening in the situation. Assuming that reading is interaction between reader, text and author, through the pedagogical action in the classroom, we sought to promote teaching-learning situations to assist the adolescent student in the practice of reading and comprehension of texts. The data collection instruments were the interview, the observation and the activities produced in the reading classes. The data were analyzed according to the evidential paradigm, Bakhtin's theoretical principles and the reading strategies theory, taking into account the way the reading took place, how the strategies were developed and the benefits from their use. This research was based on the theory of dialogism, according to Bakhtin (2006, 2016), also seeking other authors who adopt this language / language perspective such as Geraldi (1984, 1997), Marcuschi (2008), Fiorin (2008) among others. In terms of reading strategies, we sought to base on Serravallo (2015), Barnhouse and Vinton (2012), Knoll (2000) and others. The research reveals challenges of working reading dialogically with adolescents, exploring the development of reading strategies. She shows that certain factors hinder the realization of a reader training work and points to the need for a more frequent practice of meaningful reading in the classroom, in order to train more proficient readers. |
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Fernandes, Eliane Marquez da Fonsecahttp://lattes.cnpq.br/6909779518031618Fernandes, Eliane Marquez da FonsecaSouza, Agostinho Potenciano deSilva, Kleber Aparecido daLima, Sóstenes Cezar deMorais, Rubens Damascenohttp://lattes.cnpq.br/9496000617340458Silva, Elisangela Jesus da2020-03-31T11:39:33Z2020-03-03SILVA, Elisangela Jesus da. Estratégias de leitura na adolescência: perspectivas, desafios e alternativas. 2020. 170 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10480This dissertation aims to report, discuss and analyze the research entitled ADOLESCENT READING STRATEGIES: Perspectives, Challenges and Alternatives. The intention of the research was to create teaching-learning situations that enhance the reading and comprehension of texts in an elementary school class. To carry out this work, the responsive view of reading and the development of reading strategies were taken into account, with the help of mediation and dialogue of the teacher. The subjects involved in the research were part of the lower middle class and attended (in 2018) the 8th grade of a State College of the city of Goiânia. The methodological option of the research was the qualitative one, in view of the participant observation, which allows the researcher to understand the researched situation, to keep in touch with the researched subjects, besides participating in the actions and intervening in the situation. Assuming that reading is interaction between reader, text and author, through the pedagogical action in the classroom, we sought to promote teaching-learning situations to assist the adolescent student in the practice of reading and comprehension of texts. The data collection instruments were the interview, the observation and the activities produced in the reading classes. The data were analyzed according to the evidential paradigm, Bakhtin's theoretical principles and the reading strategies theory, taking into account the way the reading took place, how the strategies were developed and the benefits from their use. This research was based on the theory of dialogism, according to Bakhtin (2006, 2016), also seeking other authors who adopt this language / language perspective such as Geraldi (1984, 1997), Marcuschi (2008), Fiorin (2008) among others. In terms of reading strategies, we sought to base on Serravallo (2015), Barnhouse and Vinton (2012), Knoll (2000) and others. The research reveals challenges of working reading dialogically with adolescents, exploring the development of reading strategies. She shows that certain factors hinder the realization of a reader training work and points to the need for a more frequent practice of meaningful reading in the classroom, in order to train more proficient readers.Esta dissertação tem o objetivo de relatar, discutir e analisar a pesquisa ESTRATÉGIAS DE LEITURA NA ADOLESCÊNCIA: Perspectivas, Desafios e Alternativas. A intenção da pesquisa foi a criação de situações de ensino-aprendizagem que potencializassem a leitura e compreensão de textos em uma turma do Ensino Fundamental II. Para a realização desse trabalho foi levada em conta a visão responsiva da leitura e o desenvolvimento de estratégias de leitura, com o auxílio da mediação e interlocução do professor. Os sujeitos envolvidos na pesquisa faziam parte da classe média baixa e frequentavam (em 2018) o 8⁰ ano de um Colégio Estadual da cidade de Goiânia. A opção metodológica da pesquisa foi a qualitativa, tendo em vista a observação participante, que permite ao pesquisador compreender a situação pesquisada, manter um contato com os sujeitos pesquisados, além de participar das ações e intervir na situação. Partindo do princípio de que leitura é interação entre leitor, texto e autor, por meio da ação pedagógica em sala de aula, buscou-se promover situações de ensino-aprendizagem em auxílio ao aluno adolescente na prática da leitura e compreensão de textos. Os instrumentos de coleta de dados foram a entrevista, a observação e as atividades produzidas nas aulas de leitura. Os dados foram analisados de acordo com o paradigma indiciário, os princípios teóricos de Bakhtin e a teoria sobre estratégias de leitura, levando em conta a forma como a leitura se deu, como as estratégias foram desenvolvidas e os benefícios provenientes de sua utilização. Esta pesquisa embasou-se na teoria do dialogismo, segundo Bakhtin (2006, 2016), buscando também outros autores que adotam essa perspectiva de língua/linguagem como Geraldi (1984, 1997), Marcuschi (2008), Fiorin (2008) entre outros. Na questão de estratégias de leitura, buscamos base em Serravallo (2015), Barnhouse e Vinton (2012), Knoll (2000) além de outros. A pesquisa revela desafios de se trabalhar a leitura de forma dialógica com adolescentes, explorando o desenvolvimento de estratégias de leitura. Ela mostra que certos fatores atrapalham a efetivação de um trabalho de formação de leitores e aponta a necessidade de uma prática mais frequente de leitura significativa em sala de aula, tendo em vista a formação de leitores mais proficientes.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2020-03-30T16:11:15Z No. of bitstreams: 2 Dissertação - Elisangela Jesus da Silva - 2020.pdf: 3351202 bytes, checksum: 5d1b8acf9df8ef3e50da47d180e73cc0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-03-31T11:39:33Z (GMT) No. of bitstreams: 2 Dissertação - Elisangela Jesus da Silva - 2020.pdf: 3351202 bytes, checksum: 5d1b8acf9df8ef3e50da47d180e73cc0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-03-31T11:39:33Z (GMT). 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dc.title.eng.fl_str_mv |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
dc.title.alternative.eng.fl_str_mv |
Adolescent reading strategies: perspectives, challenges and alternatives |
title |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
spellingShingle |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas Silva, Elisangela Jesus da Leitura Compreensão Ensino Formação de leitores Estratégias de leitura Mediação Reading Comprehension Teaching Training readers Mediation Reading strategies LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
title_full |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
title_fullStr |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
title_full_unstemmed |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
title_sort |
Estratégias de leitura na adolescência: perspectivas, desafios e alternativas |
author |
Silva, Elisangela Jesus da |
author_facet |
Silva, Elisangela Jesus da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Eliane Marquez da Fonseca |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6909779518031618 |
dc.contributor.referee1.fl_str_mv |
Fernandes, Eliane Marquez da Fonseca |
dc.contributor.referee2.fl_str_mv |
Souza, Agostinho Potenciano de |
dc.contributor.referee3.fl_str_mv |
Silva, Kleber Aparecido da |
dc.contributor.referee4.fl_str_mv |
Lima, Sóstenes Cezar de |
dc.contributor.referee5.fl_str_mv |
Morais, Rubens Damasceno |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9496000617340458 |
dc.contributor.author.fl_str_mv |
Silva, Elisangela Jesus da |
contributor_str_mv |
Fernandes, Eliane Marquez da Fonseca Fernandes, Eliane Marquez da Fonseca Souza, Agostinho Potenciano de Silva, Kleber Aparecido da Lima, Sóstenes Cezar de Morais, Rubens Damasceno |
dc.subject.por.fl_str_mv |
Leitura Compreensão Ensino Formação de leitores Estratégias de leitura Mediação |
topic |
Leitura Compreensão Ensino Formação de leitores Estratégias de leitura Mediação Reading Comprehension Teaching Training readers Mediation Reading strategies LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Reading Comprehension Teaching Training readers Mediation Reading strategies |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This dissertation aims to report, discuss and analyze the research entitled ADOLESCENT READING STRATEGIES: Perspectives, Challenges and Alternatives. The intention of the research was to create teaching-learning situations that enhance the reading and comprehension of texts in an elementary school class. To carry out this work, the responsive view of reading and the development of reading strategies were taken into account, with the help of mediation and dialogue of the teacher. The subjects involved in the research were part of the lower middle class and attended (in 2018) the 8th grade of a State College of the city of Goiânia. The methodological option of the research was the qualitative one, in view of the participant observation, which allows the researcher to understand the researched situation, to keep in touch with the researched subjects, besides participating in the actions and intervening in the situation. Assuming that reading is interaction between reader, text and author, through the pedagogical action in the classroom, we sought to promote teaching-learning situations to assist the adolescent student in the practice of reading and comprehension of texts. The data collection instruments were the interview, the observation and the activities produced in the reading classes. The data were analyzed according to the evidential paradigm, Bakhtin's theoretical principles and the reading strategies theory, taking into account the way the reading took place, how the strategies were developed and the benefits from their use. This research was based on the theory of dialogism, according to Bakhtin (2006, 2016), also seeking other authors who adopt this language / language perspective such as Geraldi (1984, 1997), Marcuschi (2008), Fiorin (2008) among others. In terms of reading strategies, we sought to base on Serravallo (2015), Barnhouse and Vinton (2012), Knoll (2000) and others. The research reveals challenges of working reading dialogically with adolescents, exploring the development of reading strategies. She shows that certain factors hinder the realization of a reader training work and points to the need for a more frequent practice of meaningful reading in the classroom, in order to train more proficient readers. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-03-31T11:39:33Z |
dc.date.issued.fl_str_mv |
2020-03-03 |
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 |
SILVA, Elisangela Jesus da. Estratégias de leitura na adolescência: perspectivas, desafios e alternativas. 2020. 170 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10480 |
identifier_str_mv |
SILVA, Elisangela Jesus da. Estratégias de leitura na adolescência: perspectivas, desafios e alternativas. 2020. 170 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10480 |
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por |
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por |
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600 600 600 |
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7955259954785510783 |
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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/ |
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openAccess |
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Universidade Federal de Goiás |
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dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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tasesdissertacoes.bc@ufg.br |
_version_ |
1798044331637997568 |