A contribuição do gênero conto para a formação do leitor nas séries iniciais 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/9280 |
Resumo: | In this dissertation, the research was proposed by means of action research to confirm if the reading of the tale genre contributes to the formation of the readers in first year class of Elementary School. This research is based on an interactional perspective of language, in which the teaching of the Portuguese Language in the school must start from the contexts of use and the interaction to be worked with the students, opposing to the language teaching based only on the traditional grammar, in order to to obtain better results in the training of readers in the process of literacy and literacy. The research was carried out in a first-year class, chosen for being the first formal contact of the child with the literacy process. The theoretical foundations of the research have covered authors who contemplate the interactional perspective of language, which deal with the importance of the discursive genre in school, the emergence of children's literature and its important relation with the school. The concepts of literacy, literacy and literacy were also addressed in this research. Literacy, because it is the context of the group being researched, that is learning the language code; literacy, because it is the promotion of language, which creates meaning for the subjects' social practices; and literary literacy, because it is considered the construction of the senses that allow the humanization of the subjects. For the development of the educational products of this research, I didactic sequence and II mini-course for teachers, the research developed the characteristics of the story, its relationship with childhood and school, and its aesthetic character. The objective of research and educational products is to contribute to the formation of this reader of the initial series and to the practices of teachers who want to work the language, through children's literature and stories, in an interactional perspective. |
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Moura, Elisandra Filettihttp://lattes.cnpq.br/9971042664882129Moura, Elisandra FilettiBarros, Deusa CastroSilva, Célia Sebastianahttp://lattes.cnpq.br/2131969671493098Oliveira, Juliana Silva Alves2019-02-11T10:21:00Z2018-12-17OLIVEIRA, J. S. A. A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental. 2018. 148 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/9280In this dissertation, the research was proposed by means of action research to confirm if the reading of the tale genre contributes to the formation of the readers in first year class of Elementary School. This research is based on an interactional perspective of language, in which the teaching of the Portuguese Language in the school must start from the contexts of use and the interaction to be worked with the students, opposing to the language teaching based only on the traditional grammar, in order to to obtain better results in the training of readers in the process of literacy and literacy. The research was carried out in a first-year class, chosen for being the first formal contact of the child with the literacy process. The theoretical foundations of the research have covered authors who contemplate the interactional perspective of language, which deal with the importance of the discursive genre in school, the emergence of children's literature and its important relation with the school. The concepts of literacy, literacy and literacy were also addressed in this research. Literacy, because it is the context of the group being researched, that is learning the language code; literacy, because it is the promotion of language, which creates meaning for the subjects' social practices; and literary literacy, because it is considered the construction of the senses that allow the humanization of the subjects. For the development of the educational products of this research, I didactic sequence and II mini-course for teachers, the research developed the characteristics of the story, its relationship with childhood and school, and its aesthetic character. The objective of research and educational products is to contribute to the formation of this reader of the initial series and to the practices of teachers who want to work the language, through children's literature and stories, in an interactional perspective.Nessa dissertação, foi proposta a investigação por meio de pesquisa-ação para confirmar se a leitura do gênero conto contribui para a formação dos leitores em turma de primeiro ano do Ensino Fundamental. Essa pesquisa está pautada numa perspectiva interacional de linguagem, em que o ensino da Língua Portuguesa na escola deve partir dos contextos de uso e da interação para serem trabalhados com os alunos, opondo-se ao ensino de língua baseado apenas na gramática tradicional, a fim de obter melhores resultados na formação dos leitores em processo de letramento e letramento literário. A pesquisa foi realizada em turma de primeiro ano, série escolhida por ser o primeiro contato formal da criança com o processo de alfabetização. Os fundamentos teóricos da pesquisa percorreram os autores que contemplam a perspectiva interacional de linguagem, que tratam da importância do gênero discursivo na escola, do surgimento da literatura infantil e sua importante relação com a escola. Os conceitos de alfabetização, letramento e letramento literário também foram abordados nessa pesquisa. A alfabetização, por ser o contexto da turma pesquisada, que está aprendendo o código linguístico; o letramento, por ser a promoção da linguagem, que cria sentido para as práticas sociais dos sujeitos; e o letramento literário, por ser considerado a construção dos sentidos que possibilitam a humanização dos sujeitos. Para o desenvolvimento dos produtos educacionais dessa pesquisa, I sequência didática e II minicurso para professores, foram desenvolvidas nessa pesquisa as características do conto, sua relação com a infância e escola e o seu caráter estético. O objetivo da pesquisa e dos produtos educacionais é contribuir para a formação desse leitor da série inicial e para as práticas dos professores que queiram trabalhar a linguagem, por meio da literatura infantil e dos contos, numa perspectiva interacional.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2019-02-11T10:07:59Z No. of bitstreams: 2 Dissertação - Juliana Silva Alves Oliveira - 2018.pdf: 2015460 bytes, checksum: 9f0fea6cad907d404a7d2ef90947b3dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-02-11T10:21:00Z (GMT) No. of bitstreams: 2 Dissertação - Juliana Silva Alves Oliveira - 2018.pdf: 2015460 bytes, checksum: 9f0fea6cad907d404a7d2ef90947b3dd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-02-11T10:21:00Z (GMT). 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dc.title.eng.fl_str_mv |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
The contribution of the genre tale to the formation of the reader in the initial series of elementary school |
title |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
spellingShingle |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental Oliveira, Juliana Silva Alves Formação de leitores Letramento literário Training of readers Literary literacy Reading of tales EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
title_full |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
title_fullStr |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
title_full_unstemmed |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
title_sort |
A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental |
author |
Oliveira, Juliana Silva Alves |
author_facet |
Oliveira, Juliana Silva Alves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moura, Elisandra Filetti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9971042664882129 |
dc.contributor.referee1.fl_str_mv |
Moura, Elisandra Filetti |
dc.contributor.referee2.fl_str_mv |
Barros, Deusa Castro |
dc.contributor.referee3.fl_str_mv |
Silva, Célia Sebastiana |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2131969671493098 |
dc.contributor.author.fl_str_mv |
Oliveira, Juliana Silva Alves |
contributor_str_mv |
Moura, Elisandra Filetti Moura, Elisandra Filetti Barros, Deusa Castro Silva, Célia Sebastiana |
dc.subject.por.fl_str_mv |
Formação de leitores Letramento literário |
topic |
Formação de leitores Letramento literário Training of readers Literary literacy Reading of tales EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Training of readers Literary literacy Reading of tales |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
In this dissertation, the research was proposed by means of action research to confirm if the reading of the tale genre contributes to the formation of the readers in first year class of Elementary School. This research is based on an interactional perspective of language, in which the teaching of the Portuguese Language in the school must start from the contexts of use and the interaction to be worked with the students, opposing to the language teaching based only on the traditional grammar, in order to to obtain better results in the training of readers in the process of literacy and literacy. The research was carried out in a first-year class, chosen for being the first formal contact of the child with the literacy process. The theoretical foundations of the research have covered authors who contemplate the interactional perspective of language, which deal with the importance of the discursive genre in school, the emergence of children's literature and its important relation with the school. The concepts of literacy, literacy and literacy were also addressed in this research. Literacy, because it is the context of the group being researched, that is learning the language code; literacy, because it is the promotion of language, which creates meaning for the subjects' social practices; and literary literacy, because it is considered the construction of the senses that allow the humanization of the subjects. For the development of the educational products of this research, I didactic sequence and II mini-course for teachers, the research developed the characteristics of the story, its relationship with childhood and school, and its aesthetic character. The objective of research and educational products is to contribute to the formation of this reader of the initial series and to the practices of teachers who want to work the language, through children's literature and stories, in an interactional perspective. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-17 |
dc.date.accessioned.fl_str_mv |
2019-02-11T10:21:00Z |
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dc.identifier.citation.fl_str_mv |
OLIVEIRA, J. S. A. A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental. 2018. 148 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/9280 |
identifier_str_mv |
OLIVEIRA, J. S. A. A contribuição do gênero conto para a formação do leitor nas séries iniciais do ensino fundamental. 2018. 148 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/9280 |
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Universidade Federal de Goiás |
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UFG |
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Brasil |
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Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
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Universidade Federal de Goiás |
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