O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental.
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/4044 |
Resumo: | The research entitled Teaching the act of reading: a discursive methodological approach for classes of the 4th and 5th years of elementary school, a work developed within the scope of the professional master's degree, aims to understand the process of mediation of teaching the act of reading, from the perspective of discursive language, for students of the 4th and 5th year of elementary school, from a Basic Education Unit of the municipal education network of São Luís, with a view to the elaboration of didactic-methodological recommendations, for the teaching of the act of reading, materialized in a Didactic Notebook. To achieve what we propose, we chose action research as a methodology, in the collaborative aspect, based on Ibiapina (2008). Due to the scenario of the pandemic caused by Covid19, since the beginning of 2020, interactions with collaborating teachers took place virtually, through digital tools and applications such as Google Forms, Whatsapp and E-mail; we also used as data generation instruments: pedagogical meetings, narrative interviews and questionnaires. The theoretical foundations that helped us in this investigative path came from authors such as Bajard (2014; 2021), Curto, Morillo and Teixidó (2000), Jolibert (1994), Jolibert and Jacob (2006), Solé (1998), Smith (2003). that helped us to think about reading concepts and strategies throughout this work. From Geraldi (2000), Smolka (1993), who contributed with indispensable theoretical support on reading, in an interactive, discursive perspective of written language. Bakhtin (2016) and Bakhtin/Volóchinov (2006) that address the conception of language and the dialogic process in teaching, among other authors, which in the course of the process, became necessary. From the diagnosis with the teachers, we elaborated a didactic methodological proposal, materialized in a Didactic Notebook called: “The discursive perspective in teaching the act of reading, for teachers of the 4th and 5th year of elementary school: didactic-methodological recommendations The conclusions pointed out that the process of mediation of the teaching of reading, developed by the teachersof the 4th and 5th year of elementary school, in the researched school,have weaknesses andmistakes and do not adequately meet the proposal, for the formation of critical readers autonomous, which led us to the elaboration of the Didactic Notebook, containing theoretical recommendations and suggestions for activities, from the discursive perspective of language, aiming to advise teachers todeepen and broaden concepts and practices,towards the formation of student readers. It was also clear thatthe teachers managed to initiate a critical reflection on their classroom practice, based on the reading of the presented elements, in the proposed methodological didactic recommendations. Keywords: |
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FERNANDES, Vanja Maria Dominices Coutinhohttp://lattes.cnpq.br/8685001139434354FERNANDES, Vanja Maria Dominices Coutinhohttp://lattes.cnpq.br/8685001139434354FERREIRA, Heridan de Jesus Guterres Pavãohttp://lattes.cnpq.br/3143175326460687VITURIANO, Hercília Maria de Mourahttp://lattes.cnpq.br/3111752076395554CRUZ, Mônica da Silvahttp://lattes.cnpq.br/8916571577411585CAVALCANTE, Luciana Rochahttp://lattes.cnpq.br/2078796781691951http://lattes.cnpq.br/4517164327249252COSTA, Daniele de Jesus Moreira2022-08-31T14:12:15Z2021-12-28COSTA, Daniele de Jesus Moreira. O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. 2021. 150 f. Dissertação (Gestão de Ensino da Educação Básica ) - Universidade Federal do Maranhão, São Luís, 2022.https://tedebc.ufma.br/jspui/handle/tede/tede/4044The research entitled Teaching the act of reading: a discursive methodological approach for classes of the 4th and 5th years of elementary school, a work developed within the scope of the professional master's degree, aims to understand the process of mediation of teaching the act of reading, from the perspective of discursive language, for students of the 4th and 5th year of elementary school, from a Basic Education Unit of the municipal education network of São Luís, with a view to the elaboration of didactic-methodological recommendations, for the teaching of the act of reading, materialized in a Didactic Notebook. To achieve what we propose, we chose action research as a methodology, in the collaborative aspect, based on Ibiapina (2008). Due to the scenario of the pandemic caused by Covid19, since the beginning of 2020, interactions with collaborating teachers took place virtually, through digital tools and applications such as Google Forms, Whatsapp and E-mail; we also used as data generation instruments: pedagogical meetings, narrative interviews and questionnaires. The theoretical foundations that helped us in this investigative path came from authors such as Bajard (2014; 2021), Curto, Morillo and Teixidó (2000), Jolibert (1994), Jolibert and Jacob (2006), Solé (1998), Smith (2003). that helped us to think about reading concepts and strategies throughout this work. From Geraldi (2000), Smolka (1993), who contributed with indispensable theoretical support on reading, in an interactive, discursive perspective of written language. Bakhtin (2016) and Bakhtin/Volóchinov (2006) that address the conception of language and the dialogic process in teaching, among other authors, which in the course of the process, became necessary. From the diagnosis with the teachers, we elaborated a didactic methodological proposal, materialized in a Didactic Notebook called: “The discursive perspective in teaching the act of reading, for teachers of the 4th and 5th year of elementary school: didactic-methodological recommendations The conclusions pointed out that the process of mediation of the teaching of reading, developed by the teachersof the 4th and 5th year of elementary school, in the researched school,have weaknesses andmistakes and do not adequately meet the proposal, for the formation of critical readers autonomous, which led us to the elaboration of the Didactic Notebook, containing theoretical recommendations and suggestions for activities, from the discursive perspective of language, aiming to advise teachers todeepen and broaden concepts and practices,towards the formation of student readers. It was also clear thatthe teachers managed to initiate a critical reflection on their classroom practice, based on the reading of the presented elements, in the proposed methodological didactic recommendations. Keywords:A pesquisa intitulada O ensino do ato de ler: uma abordagem metodológica discursiva para turmas do 4º e 5º anos do ensino fundamental, trabalho desenvolvido no âmbito do mestrado profissional, tem por objetivo compreender o processo de mediação do ensino do ato de ler, na perspectiva discursiva de linguagem, para alunos do 4º e 5º ano do ensino fundamental, a partir de uma Unidade de Educação Básica da rede municipal de ensino de São Luís, com vistas à elaboração de recomendações didático-metodológicas, para o ensino do ato de ler, materializadas em um Caderno Didático. Para alcançarmos o que nos propomos, elegemos enquanto metodologia a pesquisa-ação, na vertente colaborativa, com base em Ibiapina (2008). Por conta do cenário da pandemia ocasionada pela Covid19, desde o início do ano de 2020, as interações com os professores colaboradores ocorreram virtualmente, por meio de ferramentas digitais e aplicativos como Google Forms, Whatsapp e E-mail; também utilizamos enquanto instrumentos de geração de dados: reuniões pedagógicas, entrevista narrativa e questionário. Os fundamentos teóricos que nos ajudaram neste percurso investigativo foram emanados de autores como Bajard (2014; 2021), Curto, Morillo e Teixidó (2000), Jolibert (1994), Jolibert e Jacob (2006), Solé (1998), Smith (2003) que nos ajudaram a pensar concepções de leitura e estratégias, ao longo deste trabalho. A partir de Geraldi (2000), Smolka (1993), que contribuíram com respaldos teóricos indispensáveis sobre a leitura, em uma perspectiva interativa, discursiva de linguagem escrita. Bakhtin (2016) e Bakhtin/Volóchinov (2006) que abordam sobre a concepção de linguagem e o processo dialógico no ensino, entre outros autores, que no decorrer do processo, fizeram-se necessários. A partir do diagnóstico com os professores, elaboramos uma proposta didático-metodológica, materializada em um Caderno Didático denominado: “A perspectiva discursiva no ensino do ato de ler, para professores do 4º e o 5º ano do ensino fundamental: recomendações didático-metodológicas”. As conclusões apontaram que o processo de mediação do ensino da leitura, desenvolvido pelos professores do 4º e 5º ano do ensino fundamental, na escola pesquisada, apresentam fragilidades e equívocos e não atendem adequadamente à proposta, para a formação de leitores crítico1s e autônomos, o que nos levou a elaboração do Caderno Didático, contendo recomendações teóricas e sugestões de atividades, a partir da perspectiva discursiva de linguagem, visando assessorar os professores a aprofundar e ampliar concepções e práticas, na direção da formação de alunos leitores. Ficou também claro que os professores conseguiram iniciar uma reflexão crítica, sobre sua prática em sala de aula, a partir da leitura dos elementos apresentados, nas recomendações didático metodológicas propostas.Submitted by Daniella Santos (daniella.santos@ufma.br) on 2022-08-31T14:12:15Z No. of bitstreams: 1 DanieleCosta.pdf: 5067279 bytes, checksum: 6a10002248bcd87da93cbdb3ff982187 (MD5)Made available in DSpace on 2022-08-31T14:12:15Z (GMT). No. of bitstreams: 1 DanieleCosta.pdf: 5067279 bytes, checksum: 6a10002248bcd87da93cbdb3ff982187 (MD5) Previous issue date: 2021-12-28application/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICAUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOensino fundamental;2º ciclo;mediação pedagógica.o ato de lerelementary schooll2nd cycle;pedagogical mediation;the act of reading.Ensino-AprendizagemO Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental.Teaching the act of reading: a discursive methodological approach for classes of 4th and 5th year of elementary school.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALDanieleCosta.pdfDanieleCosta.pdfapplication/pdf5067279http://tedebc.ufma.br:8080/bitstream/tede/4044/2/DanieleCosta.pdf6a10002248bcd87da93cbdb3ff982187MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/4044/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/40442022-08-31 11:12:15.767oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312022-08-31T14:12:15Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
dc.title.alternative.eng.fl_str_mv |
Teaching the act of reading: a discursive methodological approach for classes of 4th and 5th year of elementary school. |
title |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
spellingShingle |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. COSTA, Daniele de Jesus Moreira ensino fundamental; 2º ciclo; mediação pedagógica. o ato de ler elementary schooll 2nd cycle; pedagogical mediation; the act of reading. Ensino-Aprendizagem |
title_short |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
title_full |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
title_fullStr |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
title_full_unstemmed |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
title_sort |
O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. |
author |
COSTA, Daniele de Jesus Moreira |
author_facet |
COSTA, Daniele de Jesus Moreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
FERNANDES, Vanja Maria Dominices Coutinho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8685001139434354 |
dc.contributor.referee1.fl_str_mv |
FERNANDES, Vanja Maria Dominices Coutinho |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8685001139434354 |
dc.contributor.referee2.fl_str_mv |
FERREIRA, Heridan de Jesus Guterres Pavão |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3143175326460687 |
dc.contributor.referee3.fl_str_mv |
VITURIANO, Hercília Maria de Moura |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3111752076395554 |
dc.contributor.referee4.fl_str_mv |
CRUZ, Mônica da Silva |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8916571577411585 |
dc.contributor.referee5.fl_str_mv |
CAVALCANTE, Luciana Rocha |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/2078796781691951 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4517164327249252 |
dc.contributor.author.fl_str_mv |
COSTA, Daniele de Jesus Moreira |
contributor_str_mv |
FERNANDES, Vanja Maria Dominices Coutinho FERNANDES, Vanja Maria Dominices Coutinho FERREIRA, Heridan de Jesus Guterres Pavão VITURIANO, Hercília Maria de Moura CRUZ, Mônica da Silva CAVALCANTE, Luciana Rocha |
dc.subject.por.fl_str_mv |
ensino fundamental; 2º ciclo; mediação pedagógica. o ato de ler |
topic |
ensino fundamental; 2º ciclo; mediação pedagógica. o ato de ler elementary schooll 2nd cycle; pedagogical mediation; the act of reading. Ensino-Aprendizagem |
dc.subject.eng.fl_str_mv |
elementary schooll 2nd cycle; pedagogical mediation; the act of reading. |
dc.subject.cnpq.fl_str_mv |
Ensino-Aprendizagem |
description |
The research entitled Teaching the act of reading: a discursive methodological approach for classes of the 4th and 5th years of elementary school, a work developed within the scope of the professional master's degree, aims to understand the process of mediation of teaching the act of reading, from the perspective of discursive language, for students of the 4th and 5th year of elementary school, from a Basic Education Unit of the municipal education network of São Luís, with a view to the elaboration of didactic-methodological recommendations, for the teaching of the act of reading, materialized in a Didactic Notebook. To achieve what we propose, we chose action research as a methodology, in the collaborative aspect, based on Ibiapina (2008). Due to the scenario of the pandemic caused by Covid19, since the beginning of 2020, interactions with collaborating teachers took place virtually, through digital tools and applications such as Google Forms, Whatsapp and E-mail; we also used as data generation instruments: pedagogical meetings, narrative interviews and questionnaires. The theoretical foundations that helped us in this investigative path came from authors such as Bajard (2014; 2021), Curto, Morillo and Teixidó (2000), Jolibert (1994), Jolibert and Jacob (2006), Solé (1998), Smith (2003). that helped us to think about reading concepts and strategies throughout this work. From Geraldi (2000), Smolka (1993), who contributed with indispensable theoretical support on reading, in an interactive, discursive perspective of written language. Bakhtin (2016) and Bakhtin/Volóchinov (2006) that address the conception of language and the dialogic process in teaching, among other authors, which in the course of the process, became necessary. From the diagnosis with the teachers, we elaborated a didactic methodological proposal, materialized in a Didactic Notebook called: “The discursive perspective in teaching the act of reading, for teachers of the 4th and 5th year of elementary school: didactic-methodological recommendations The conclusions pointed out that the process of mediation of the teaching of reading, developed by the teachersof the 4th and 5th year of elementary school, in the researched school,have weaknesses andmistakes and do not adequately meet the proposal, for the formation of critical readers autonomous, which led us to the elaboration of the Didactic Notebook, containing theoretical recommendations and suggestions for activities, from the discursive perspective of language, aiming to advise teachers todeepen and broaden concepts and practices,towards the formation of student readers. It was also clear thatthe teachers managed to initiate a critical reflection on their classroom practice, based on the reading of the presented elements, in the proposed methodological didactic recommendations. Keywords: |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-12-28 |
dc.date.accessioned.fl_str_mv |
2022-08-31T14:12:15Z |
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 |
COSTA, Daniele de Jesus Moreira. O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. 2021. 150 f. Dissertação (Gestão de Ensino da Educação Básica ) - Universidade Federal do Maranhão, São Luís, 2022. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/4044 |
identifier_str_mv |
COSTA, Daniele de Jesus Moreira. O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental. 2021. 150 f. Dissertação (Gestão de Ensino da Educação Básica ) - Universidade Federal do Maranhão, São Luís, 2022. |
url |
https://tedebc.ufma.br/jspui/handle/tede/tede/4044 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.publisher.program.fl_str_mv |
PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA |
dc.publisher.initials.fl_str_mv |
UFMA |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
publisher.none.fl_str_mv |
Universidade Federal do Maranhão |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
instname_str |
Universidade Federal do Maranhão (UFMA) |
instacron_str |
UFMA |
institution |
UFMA |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFMA |
collection |
Biblioteca Digital de Teses e Dissertações da UFMA |
bitstream.url.fl_str_mv |
http://tedebc.ufma.br:8080/bitstream/tede/4044/2/DanieleCosta.pdf http://tedebc.ufma.br:8080/bitstream/tede/4044/1/license.txt |
bitstream.checksum.fl_str_mv |
6a10002248bcd87da93cbdb3ff982187 97eeade1fce43278e63fe063657f8083 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
repository.mail.fl_str_mv |
repositorio@ufma.br||repositorio@ufma.br |
_version_ |
1809926206235082752 |