Letramentos em uma escola pública : uma reflexão crítico-dialógica
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/358 |
Resumo: | The general purpose of this research was to investigate the reading and writing practices of sixth and ninth year students from a public school in the county of Rondonópolis, Mato Grosso, and to develop thoughtful meetings with teachers, in order to know their conceptions and practices regarding to teaching-learning reading, aimed to contribute to a critical thinking about those practices. In this way, to help the school, not only to look at the student and the teaching of mother tongue critically, but that it should start to mold young proficient readers. For that matter, the proposed task intended to observe reading theories and critical literacy (FREIRE, 1987, 1996; THE NEW LONDON GROUP, 1996, 2012; CASSANY, 2005; PEREIRA, 2010, and ROJO, 2004, 2009, 2012). Besides those authors, it was also resorted the theoretical presuppositions of Bakhtin´s Circle, along with the Vygotsky´s learning theory and human development, and the authors who devote to study them. The methodology approach was the qualitative one, of dialogic and engaging nature. The data analyzed revealed, in one hand, that the students take part in diversified practices of writing(s) in outside school contexts, on the other hand, the activities developed within the school context are still the simplest and traditional ones like: reading and coping texts from the school book, coping texts and exercises from the board, writing compositions, among others. On the first meetings with the teachers, the apprehensions of the subject teachers about these reading and practices were stamped with uncertainty about the lack of their comprehension on how to deal with school problems. According to the sequences of meetings, the teachers discourses was revealing that their understanding about the literacy of the students, school context and their practices were showing changes, revealing a personal and interpersonal reflexive motion. It was observed, hence, that those reflexive meetings can constitute a productive action in the school context and the teacher training. |
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Letramentos em uma escola pública : uma reflexão crítico-dialógicaDialogiaCriticidadeEnsino de leituraEscola públicaCNPQ::LINGUISTICA, LETRAS E ARTESDialogismCriticismReading teachingPublic schoolThe general purpose of this research was to investigate the reading and writing practices of sixth and ninth year students from a public school in the county of Rondonópolis, Mato Grosso, and to develop thoughtful meetings with teachers, in order to know their conceptions and practices regarding to teaching-learning reading, aimed to contribute to a critical thinking about those practices. In this way, to help the school, not only to look at the student and the teaching of mother tongue critically, but that it should start to mold young proficient readers. For that matter, the proposed task intended to observe reading theories and critical literacy (FREIRE, 1987, 1996; THE NEW LONDON GROUP, 1996, 2012; CASSANY, 2005; PEREIRA, 2010, and ROJO, 2004, 2009, 2012). Besides those authors, it was also resorted the theoretical presuppositions of Bakhtin´s Circle, along with the Vygotsky´s learning theory and human development, and the authors who devote to study them. The methodology approach was the qualitative one, of dialogic and engaging nature. The data analyzed revealed, in one hand, that the students take part in diversified practices of writing(s) in outside school contexts, on the other hand, the activities developed within the school context are still the simplest and traditional ones like: reading and coping texts from the school book, coping texts and exercises from the board, writing compositions, among others. On the first meetings with the teachers, the apprehensions of the subject teachers about these reading and practices were stamped with uncertainty about the lack of their comprehension on how to deal with school problems. According to the sequences of meetings, the teachers discourses was revealing that their understanding about the literacy of the students, school context and their practices were showing changes, revealing a personal and interpersonal reflexive motion. It was observed, hence, that those reflexive meetings can constitute a productive action in the school context and the teacher training.CAPESEsta pesquisa tem como objetivo geral investigar as práticas de leitura e letramento de alunos do sexto e do nono ano de uma escola pública do município de Rondonópolis, MT e promover encontros reflexivos com os professores a fim de conhecer as suas concepções e práticas no que tange ao ensino-aprendizagem de leitura, buscando colaborar para a reflexão crítica sobre essas práticas. E desta forma, colaborar para que a escola não só olhe para o aluno e o ensino de língua materna de forma crítica, mas que comece a formar jovens leitores proficientes, que respondam aos textos de forma ativa e crítica. Para tanto, o trabalho proposto pretende guiar-se pelas teorias de leitura e letramentos críticos (FREIRE, 1987, 1996; THE NEW LONDON GROUP, 1996, 2012; CASSANY, 2005; PEREIRA, 2010 e ROJO, 2004, 2009, 2012), Além desses autores, também recorremos aos pressupostos teóricos do Círculo de Bakhtin, aliados à teoria de aprendizagem e desenvolvimento humano de Vygotsky, e aos autores que se dedicam a estudá-los. A metodologia abordada é de caráter qualitativo, de natureza dialógica e participativa. Os dados analisados revelam que os alunos participam de práticas variadas de letramento(s) nos contextos extra-escolares, por outro lado, as atividades realizadas dentro do contexto escolar continuam sendo as mais simples e tradicionais como: ler e copiar textos do livro didático, copiar textos e exercícios do quadro, fazer redação, dentre outras. Nos primeiros encontros com os professores, as percepções dos sujeitos professores sobre essas leituras e práticas eram marcadas pela incerteza, pela não compreensão do que fazer diante de alguns problemas escolares. À medida que os encontros foram acontecendo, os discursos dos professores revelaram que as suas percepções sobre os letramentos dos alunos, contextos de sala de aula e suas práticas foram apresentando modificações, desvelando um movimento reflexivo, individual e interpessoal. Observou-se, dessa forma, que os encontros reflexivos podem se constituir em uma ação produtiva nos contextos escolares e de formação docente.Universidade Federal de Mato GrossoBrasilInstituto de Linguagens (IL)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de LinguagemBarros, Cláudia Graziano Paes dehttp://lattes.cnpq.br/1709636702694622Barros, Cláudia Graziano Paes de384.399.301-78http://lattes.cnpq.br/1709636702694622Barros, Solange Maria de161.777.111-20http://lattes.cnpq.br/5747668885058135384.399.301-78Galvão, Vânia Cristina Casseb263.213.942-20http://lattes.cnpq.br/4483153034836149Santos, Nádia Cristina da Silva2017-06-10T16:25:00Z2014-05-092017-06-10T16:25:00Z2014-03-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSANTOS, Nádia Cristina da Silva. Letramentos em uma escola pública: uma reflexão crítico-dialógica. 2014. 182 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014.http://ri.ufmt.br/handle/1/358porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2017-06-12T07:01:12Zoai:localhost:1/358Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2017-06-12T07:01:12Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
title |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
spellingShingle |
Letramentos em uma escola pública : uma reflexão crítico-dialógica Santos, Nádia Cristina da Silva Dialogia Criticidade Ensino de leitura Escola pública CNPQ::LINGUISTICA, LETRAS E ARTES Dialogism Criticism Reading teaching Public school |
title_short |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
title_full |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
title_fullStr |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
title_full_unstemmed |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
title_sort |
Letramentos em uma escola pública : uma reflexão crítico-dialógica |
author |
Santos, Nádia Cristina da Silva |
author_facet |
Santos, Nádia Cristina da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Barros, Cláudia Graziano Paes de http://lattes.cnpq.br/1709636702694622 Barros, Cláudia Graziano Paes de 384.399.301-78 http://lattes.cnpq.br/1709636702694622 Barros, Solange Maria de 161.777.111-20 http://lattes.cnpq.br/5747668885058135 384.399.301-78 Galvão, Vânia Cristina Casseb 263.213.942-20 http://lattes.cnpq.br/4483153034836149 |
dc.contributor.author.fl_str_mv |
Santos, Nádia Cristina da Silva |
dc.subject.por.fl_str_mv |
Dialogia Criticidade Ensino de leitura Escola pública CNPQ::LINGUISTICA, LETRAS E ARTES Dialogism Criticism Reading teaching Public school |
topic |
Dialogia Criticidade Ensino de leitura Escola pública CNPQ::LINGUISTICA, LETRAS E ARTES Dialogism Criticism Reading teaching Public school |
description |
The general purpose of this research was to investigate the reading and writing practices of sixth and ninth year students from a public school in the county of Rondonópolis, Mato Grosso, and to develop thoughtful meetings with teachers, in order to know their conceptions and practices regarding to teaching-learning reading, aimed to contribute to a critical thinking about those practices. In this way, to help the school, not only to look at the student and the teaching of mother tongue critically, but that it should start to mold young proficient readers. For that matter, the proposed task intended to observe reading theories and critical literacy (FREIRE, 1987, 1996; THE NEW LONDON GROUP, 1996, 2012; CASSANY, 2005; PEREIRA, 2010, and ROJO, 2004, 2009, 2012). Besides those authors, it was also resorted the theoretical presuppositions of Bakhtin´s Circle, along with the Vygotsky´s learning theory and human development, and the authors who devote to study them. The methodology approach was the qualitative one, of dialogic and engaging nature. The data analyzed revealed, in one hand, that the students take part in diversified practices of writing(s) in outside school contexts, on the other hand, the activities developed within the school context are still the simplest and traditional ones like: reading and coping texts from the school book, coping texts and exercises from the board, writing compositions, among others. On the first meetings with the teachers, the apprehensions of the subject teachers about these reading and practices were stamped with uncertainty about the lack of their comprehension on how to deal with school problems. According to the sequences of meetings, the teachers discourses was revealing that their understanding about the literacy of the students, school context and their practices were showing changes, revealing a personal and interpersonal reflexive motion. It was observed, hence, that those reflexive meetings can constitute a productive action in the school context and the teacher training. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-05-09 2014-03-27 2017-06-10T16:25:00Z 2017-06-10T16:25:00Z |
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.uri.fl_str_mv |
SANTOS, Nádia Cristina da Silva. Letramentos em uma escola pública: uma reflexão crítico-dialógica. 2014. 182 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. http://ri.ufmt.br/handle/1/358 |
identifier_str_mv |
SANTOS, Nádia Cristina da Silva. Letramentos em uma escola pública: uma reflexão crítico-dialógica. 2014. 182 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. |
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http://ri.ufmt.br/handle/1/358 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
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UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
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