A literatura na sala de aula: uma alternativa de ensino transdisciplinar
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14123 |
Resumo: | The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones |
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Ferreira, Hugo Monteirohttp://lattes.cnpq.br/9846855940173584http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8Pereira, Francisco de AssisRibeiro, Márcia Maria Gurgelhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0Yunes, Eliana Lúcia Madureirahttp://lattes.cnpq.br/4700246374439911Amarilha, Marly2014-12-17T14:35:48Z2014-12-112014-12-17T14:35:48Z2008-06-04FERREIRA, Hugo Monteiro. A literatura na sala de aula: uma alternativa de ensino transdisciplinar. 2008. 377 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008.https://repositorio.ufrn.br/jspui/handle/123456789/14123The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex onesEsta tese estuda a escolarização adequada do gênero literário baseada em uma abordagem de ensino transdisciplinar. Os principais objetivos são investigar o grau de transdisciplinaridade da leitura literária em sala de aula e propor a leitura literária como sendo uma alternativa de ensino transdisciplinar. Os aportes teóricos, os quais sustentam as linhas de argumentação central desta tese, têm relação com as teorias críticas sobre a crise epistemológica e metodológica no discurso da modernidade; a emergência de um paradigma emergente sob a ótica do discurso da pós-modernidade; as teorias curriculares e suas inter-relações com o ensino escolar; as teorias da complexidade e da inter e transdisciplinaridade; teorias da leitura e da literatura, mais precisamente a semiologia literária e a estética da recepção; teorias sobre a mediação pedagógica a partir de pressupostos e princípios transdisciplinares. Os fundamentos metodológicos, do tipo inter e transdisciplinar, os quais ancoram a abordagem do estudo têm relação com uma linha de analise qualitativa aplicada a uma situação de ensino-aprendizagem realizada durante coleta de dados na etapa empírica da pesquisa. O corpus analisado compõe-se de episódios oriundos das aulas com textos literários realizadas entre os meses de junho a dezembro do ano de 2005, sob a orientação de uma didática complexa e transdisciplinar. Os sujeitos envolvidos são estudantes na faixa etária entre 9 e 13 anos de idade, de uma escola pública, no município do Cabo de Santos Agostinho, estado de Pernambuco. A partir dos achados encontrados durante a pesquisa, tanto bibliográfica quanto de campo, é possível concluir, dentre outras coisas, que a leitura literária, quando mediada adequadamente em sala de aula, é um objeto transdisciplinar de alto grau, posto que a leitura literária pode permitir e possibilitar ao leitor real, através de um necessário processo de especulação sobre a vida e seus desdobramentos, consistente reflexão em torno das ocorrências individuais e coletivas tanto em instâncias mais simples como em instâncias mais complexasCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoCurrículoLiteraturaTransdisciplinaridadeLeituraEnsinoCurriculumLiteratureTrans-disciplinarityReadingTeachingCNPQ::CIENCIAS HUMANAS::EDUCACAOA literatura na sala de aula: uma alternativa de ensino transdisciplinarinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALHugoMF.pdfapplication/pdf2957229https://repositorio.ufrn.br/bitstream/123456789/14123/1/HugoMF.pdffe1ccf234bada28e48da0e9259b2d2ecMD51TEXTHugoMF.pdf.txtHugoMF.pdf.txtExtracted texttext/plain708028https://repositorio.ufrn.br/bitstream/123456789/14123/6/HugoMF.pdf.txtd4d6f76429d6df2cc6344152f9e3bcc8MD56THUMBNAILHugoMF.pdf.jpgHugoMF.pdf.jpgIM Thumbnailimage/jpeg3474https://repositorio.ufrn.br/bitstream/123456789/14123/7/HugoMF.pdf.jpg23b6b64015935a558c75e4a8a2d89b6fMD57123456789/141232017-11-01 07:55:46.296oai:https://repositorio.ufrn.br:123456789/14123Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-01T10:55:46Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
title |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
spellingShingle |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar Ferreira, Hugo Monteiro Currículo Literatura Transdisciplinaridade Leitura Ensino Curriculum Literature Trans-disciplinarity Reading Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
title_full |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
title_fullStr |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
title_full_unstemmed |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
title_sort |
A literatura na sala de aula: uma alternativa de ensino transdisciplinar |
author |
Ferreira, Hugo Monteiro |
author_facet |
Ferreira, Hugo Monteiro |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/9846855940173584 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Pereira, Francisco de Assis |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees2.pt_BR.fl_str_mv |
Ribeiro, Márcia Maria Gurgel |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Yunes, Eliana Lúcia Madureira |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/4700246374439911 |
dc.contributor.author.fl_str_mv |
Ferreira, Hugo Monteiro |
dc.contributor.advisor1.fl_str_mv |
Amarilha, Marly |
contributor_str_mv |
Amarilha, Marly |
dc.subject.por.fl_str_mv |
Currículo Literatura Transdisciplinaridade Leitura Ensino |
topic |
Currículo Literatura Transdisciplinaridade Leitura Ensino Curriculum Literature Trans-disciplinarity Reading Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Curriculum Literature Trans-disciplinarity Reading Teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-06-04 |
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2014-12-17T14:35:48Z |
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2014-12-11 2014-12-17T14:35:48Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FERREIRA, Hugo Monteiro. A literatura na sala de aula: uma alternativa de ensino transdisciplinar. 2008. 377 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14123 |
identifier_str_mv |
FERREIRA, Hugo Monteiro. A literatura na sala de aula: uma alternativa de ensino transdisciplinar. 2008. 377 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
url |
https://repositorio.ufrn.br/jspui/handle/123456789/14123 |
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Universidade Federal do Rio Grande do Norte |
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Universidade Federal do Rio Grande do Norte |
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