THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Saberes Plurais: Educação na saúde |
Texto Completo: | https://seer.ufrgs.br/index.php/saberesplurais/article/view/128132 |
Resumo: | This article deals with an experience report by a group of researchers who sought to investigate, through open listening, conditions, and difficulties of the teacher, as educator and reader, with regard to access to reading and the teaching of reading, in 2021, with the effects of the COVID-19 pandemic and the alternation between face-to-face and non-face-to-face classes. The results of this experience indicate that reading is not a spontaneous activity in the teacher’s personal life, in the same way that it is not understood as intrinsic to his professional performance. In addition, the data lead to the conclusion that the internet is considered by teachers as the greatest impediment to the consistent teaching of reading today, as well as that online reading is still not accepted as such by educators, whenever it they are the readers, or when the reader is the student. The theoretical basis of this analysis was the study of Colomer (2007), Lajolo (2000), Santaella (2004), Silva (2009, 2011) and Zilberman (1991). |
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Saberes Plurais: Educação na saúde |
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THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISOO PROFESSOR E O ATO DE LER: A MAQUINAÇÃO DO IMPROVISOEducação BásicaEducadorLeituraBasic educationEducatorReadingThis article deals with an experience report by a group of researchers who sought to investigate, through open listening, conditions, and difficulties of the teacher, as educator and reader, with regard to access to reading and the teaching of reading, in 2021, with the effects of the COVID-19 pandemic and the alternation between face-to-face and non-face-to-face classes. The results of this experience indicate that reading is not a spontaneous activity in the teacher’s personal life, in the same way that it is not understood as intrinsic to his professional performance. In addition, the data lead to the conclusion that the internet is considered by teachers as the greatest impediment to the consistent teaching of reading today, as well as that online reading is still not accepted as such by educators, whenever it they are the readers, or when the reader is the student. The theoretical basis of this analysis was the study of Colomer (2007), Lajolo (2000), Santaella (2004), Silva (2009, 2011) and Zilberman (1991).O presente artigo versa sobre relato de experiência de um coletivo de pesquisadores que buscou investigar, por meio de uma escuta aberta, condições e dificuldades do professor, enquanto educador e leitor, no que diz respeito ao acesso à leitura e ao ensino da leitura, em 2021, com os efeitos da pandemia de COVID-19 e da alternância entre aulas presenciais e não-presenciais. Os resultados dessa experiência apontam que a leitura não é uma atividade espontânea na vida pessoal do professor, da mesma forma que não é entendida como intrínseca à sua atuação profissional. Além disso, os dados levam a concluir que a internet é considerada pelos professores como o maior impedimento para o ensino consequente da leitura na atualidade, bem como que a leitura on-line ainda não é aceita como tal pelos educadores, seja quando é ele o leitor, seja quando o leitor é o aluno. Constituíram o embasamento teórico desta análise os estudos de Colomer (2007), Lajolo (2000), Santaella (2004), Silva (2009, 2011) e Zilberman (1991).Editora da UFRGS2023-01-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/12813210.54909/sp.v6i2.128132Saberes Plurais; Vol. 6 No. 2 (2022): Saberes Plur.Saberes Plurais Educação na Saúde; Vol. 6 Núm. 2 (2022): Saberes Plur.Saberes Plurais Educação na Saúde; v. 6 n. 2 (2022): Saberes Plur.2525-507X10.54909/sp.v6i2reponame:Saberes Plurais: Educação na saúdeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/128132/87728http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessSilva, Ezequiel Theodoro daMelo, Telma Rubiane Rodrigues deChucre, Monica do Socorro de JesusSilva, Caroline Belchior daSetubal, Rosinete Lima Carvalho Junior, Roberto Ferreira deSilva, Mary Perla Martins2023-07-26T15:45:23Zoai:seer.ufrgs.br:article/128132Revistahttps://seer.ufrgs.br/saberesplurais/PUBhttps://seer.ufrgs.br/saberesplurais/oaisaberesplurais@ufrgs.br2525-507X2525-507Xopendoar:2023-07-26T15:45:23Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO O PROFESSOR E O ATO DE LER: A MAQUINAÇÃO DO IMPROVISO |
title |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
spellingShingle |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO Silva, Ezequiel Theodoro da Educação Básica Educador Leitura Basic education Educator Reading |
title_short |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
title_full |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
title_fullStr |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
title_full_unstemmed |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
title_sort |
THE TEACHER AND THE ACT OF READING: THE MAQUINATION OF IMPROVISO |
author |
Silva, Ezequiel Theodoro da |
author_facet |
Silva, Ezequiel Theodoro da Melo, Telma Rubiane Rodrigues de Chucre, Monica do Socorro de Jesus Silva, Caroline Belchior da Setubal, Rosinete Lima Carvalho Junior, Roberto Ferreira de Silva, Mary Perla Martins |
author_role |
author |
author2 |
Melo, Telma Rubiane Rodrigues de Chucre, Monica do Socorro de Jesus Silva, Caroline Belchior da Setubal, Rosinete Lima Carvalho Junior, Roberto Ferreira de Silva, Mary Perla Martins |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Silva, Ezequiel Theodoro da Melo, Telma Rubiane Rodrigues de Chucre, Monica do Socorro de Jesus Silva, Caroline Belchior da Setubal, Rosinete Lima Carvalho Junior, Roberto Ferreira de Silva, Mary Perla Martins |
dc.subject.por.fl_str_mv |
Educação Básica Educador Leitura Basic education Educator Reading |
topic |
Educação Básica Educador Leitura Basic education Educator Reading |
description |
This article deals with an experience report by a group of researchers who sought to investigate, through open listening, conditions, and difficulties of the teacher, as educator and reader, with regard to access to reading and the teaching of reading, in 2021, with the effects of the COVID-19 pandemic and the alternation between face-to-face and non-face-to-face classes. The results of this experience indicate that reading is not a spontaneous activity in the teacher’s personal life, in the same way that it is not understood as intrinsic to his professional performance. In addition, the data lead to the conclusion that the internet is considered by teachers as the greatest impediment to the consistent teaching of reading today, as well as that online reading is still not accepted as such by educators, whenever it they are the readers, or when the reader is the student. The theoretical basis of this analysis was the study of Colomer (2007), Lajolo (2000), Santaella (2004), Silva (2009, 2011) and Zilberman (1991). |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128132 10.54909/sp.v6i2.128132 |
url |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128132 |
identifier_str_mv |
10.54909/sp.v6i2.128132 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/saberesplurais/article/view/128132/87728 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da UFRGS |
publisher.none.fl_str_mv |
Editora da UFRGS |
dc.source.none.fl_str_mv |
Saberes Plurais; Vol. 6 No. 2 (2022): Saberes Plur. Saberes Plurais Educação na Saúde; Vol. 6 Núm. 2 (2022): Saberes Plur. Saberes Plurais Educação na Saúde; v. 6 n. 2 (2022): Saberes Plur. 2525-507X 10.54909/sp.v6i2 reponame:Saberes Plurais: Educação na saúde instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Saberes Plurais: Educação na saúde |
collection |
Saberes Plurais: Educação na saúde |
repository.name.fl_str_mv |
Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
saberesplurais@ufrgs.br |
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1803388522432823296 |