Contributions of the theory of social representations to the formation of the literary reader
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Profanações |
Texto Completo: | http://www.periodicos.unc.br/index.php/prof/article/view/2965 |
Resumo: | The aim of the study was to investigate the social representations of literature reading by middle school fifth grade students in Colégio Pedro II. The research, of qualitative type, aimed to explore some relevant conceptual assumptions to the practice of literature reading in the school environment under the teacher’s mediation. The investigation method was the focus group and the total of subjects was twenty three fifth grade students that accepted to participate and were arranged in three groups. It was used in the interactions, audiovisual material, literature books, role-playing activities and games. The transcribed discursive material was analyzed with the help of content analysis technique, implying categories that originated the theme classification. The communication trades brought up an opportunity for the building of a common sense knowledge that justified the study’s rationale in the moscovician social representations theory. A theoretical-methodological approach that searched for the image elements that condensed the meaning of literature reading for the subjects, culminating with the building of the figurative model that consists of the imagination, learning and fun images, aimed at in the literature classes. The research revealed literature reading as an object of belonging to these children, it was expressed as something positive and pleasurable, which contributed to the suggestion of growth of this social reading practice in other school contexts. It is pointed the importance of new studies about social representations with children to clarify significant aspects of the reader’s education. Keywords: Social representations, Literature reading, Literature class, Elementary school, Reader’s education. |
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Contributions of the theory of social representations to the formation of the literary readerContribuições da teoria das representações sociais para a formação do leitor literárioThe aim of the study was to investigate the social representations of literature reading by middle school fifth grade students in Colégio Pedro II. The research, of qualitative type, aimed to explore some relevant conceptual assumptions to the practice of literature reading in the school environment under the teacher’s mediation. The investigation method was the focus group and the total of subjects was twenty three fifth grade students that accepted to participate and were arranged in three groups. It was used in the interactions, audiovisual material, literature books, role-playing activities and games. The transcribed discursive material was analyzed with the help of content analysis technique, implying categories that originated the theme classification. The communication trades brought up an opportunity for the building of a common sense knowledge that justified the study’s rationale in the moscovician social representations theory. A theoretical-methodological approach that searched for the image elements that condensed the meaning of literature reading for the subjects, culminating with the building of the figurative model that consists of the imagination, learning and fun images, aimed at in the literature classes. The research revealed literature reading as an object of belonging to these children, it was expressed as something positive and pleasurable, which contributed to the suggestion of growth of this social reading practice in other school contexts. It is pointed the importance of new studies about social representations with children to clarify significant aspects of the reader’s education. Keywords: Social representations, Literature reading, Literature class, Elementary school, Reader’s education.O objetivo do estudo foi investigar as representações sociais de leitura literária por alunos do 5º ano do ensino fundamental no Colégio Pedro II. De caráter qualitativo, buscou explorar alguns pressupostos conceituais relevantes para as práticas de leitura literária no ambiente escolar sob a mediação da professora. A técnica de investigação foi o grupo focal e os sujeitos totalizaram 23 alunos do 5º. ano, que aceitaram participar e foram distribuídos em três grupos. Utilizou-se nas interações, material audiovisual, livros de literatura, atividade de dramatização e jogos lúdicos. O material discursivo transcrito foi analisado com apoio da técnica da análise de conteúdo, inferindo categorias que originaram a classificação em temas. As trocas comunicativas oportunizaram a construção de um conhecimento do senso comum, o que justificou a fundamentação do estudo na teoria moscoviciana das representações sociais. Uma abordagem teórico-metodológica que buscou os elementos imagéticos que condensaram o significado de leitura literária para os sujeitos, culminando com a construção do modelo figurativo composto pelas imagens da imaginação, do aprendizado e da diversão, objetivadas na aula de literatura. A pesquisa revelou a leitura literária como um objeto de pertencimento para essas crianças, expressou-se como algo positivo e prazeroso, o que contribuiu para a sugestão da ampliação dessa prática social de leitura em outros contextos escolares. Aponta-se a relevância de novos estudos sobre representações sociais com crianças para elucidar aspectos significativos da formação leitora. Palavras-chave: Representações sociais. Leitura literária. Aula de Literatura. Anos Iniciais do Ensino Fundamental. Formação do leitor.Universidade do Contestado (UnC)2020-11-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttp://www.periodicos.unc.br/index.php/prof/article/view/296510.24302/prof.v7iesp.2.2965Profanações; v. 7 n. esp.2 (2020): Dossiê temático: “Desafios contemporâneos do desenvolvimento regional: por uma abordagem crÃtica e interdisciplinarâ€; 44-672358-612510.24302/prof.v7iesp.2reponame:Profanaçõesinstname:Universidade do Contestado (UNC)instacron:UNCporhttp://www.periodicos.unc.br/index.php/prof/article/view/2965/1437Copyright (c) 2020 Profanaçõeshttps://creativecommons.org/licenses/by-nd/4.0info:eu-repo/semantics/openAccessTeixeira, Jucelene FernandesLima, Rita de Cássia Pereira2020-11-12T22:27:49Zoai:ojs.pkp.sfu.ca:article/2965Revistahttp://www.periodicos.unc.br/index.php/prof/PRIhttp://www.periodicos.unc.br/index.php/prof/oai||sandro@unc.br2358-61252358-6125opendoar:2020-11-12T22:27:49Profanações - Universidade do Contestado (UNC)false |
dc.title.none.fl_str_mv |
Contributions of the theory of social representations to the formation of the literary reader Contribuições da teoria das representações sociais para a formação do leitor literário |
title |
Contributions of the theory of social representations to the formation of the literary reader |
spellingShingle |
Contributions of the theory of social representations to the formation of the literary reader Teixeira, Jucelene Fernandes |
title_short |
Contributions of the theory of social representations to the formation of the literary reader |
title_full |
Contributions of the theory of social representations to the formation of the literary reader |
title_fullStr |
Contributions of the theory of social representations to the formation of the literary reader |
title_full_unstemmed |
Contributions of the theory of social representations to the formation of the literary reader |
title_sort |
Contributions of the theory of social representations to the formation of the literary reader |
author |
Teixeira, Jucelene Fernandes |
author_facet |
Teixeira, Jucelene Fernandes Lima, Rita de Cássia Pereira |
author_role |
author |
author2 |
Lima, Rita de Cássia Pereira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Teixeira, Jucelene Fernandes Lima, Rita de Cássia Pereira |
description |
The aim of the study was to investigate the social representations of literature reading by middle school fifth grade students in Colégio Pedro II. The research, of qualitative type, aimed to explore some relevant conceptual assumptions to the practice of literature reading in the school environment under the teacher’s mediation. The investigation method was the focus group and the total of subjects was twenty three fifth grade students that accepted to participate and were arranged in three groups. It was used in the interactions, audiovisual material, literature books, role-playing activities and games. The transcribed discursive material was analyzed with the help of content analysis technique, implying categories that originated the theme classification. The communication trades brought up an opportunity for the building of a common sense knowledge that justified the study’s rationale in the moscovician social representations theory. A theoretical-methodological approach that searched for the image elements that condensed the meaning of literature reading for the subjects, culminating with the building of the figurative model that consists of the imagination, learning and fun images, aimed at in the literature classes. The research revealed literature reading as an object of belonging to these children, it was expressed as something positive and pleasurable, which contributed to the suggestion of growth of this social reading practice in other school contexts. It is pointed the importance of new studies about social representations with children to clarify significant aspects of the reader’s education. Keywords: Social representations, Literature reading, Literature class, Elementary school, Reader’s education. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-12 |
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 |
http://www.periodicos.unc.br/index.php/prof/article/view/2965 10.24302/prof.v7iesp.2.2965 |
url |
http://www.periodicos.unc.br/index.php/prof/article/view/2965 |
identifier_str_mv |
10.24302/prof.v7iesp.2.2965 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.unc.br/index.php/prof/article/view/2965/1437 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Profanações https://creativecommons.org/licenses/by-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Profanações https://creativecommons.org/licenses/by-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Contestado (UnC) |
publisher.none.fl_str_mv |
Universidade do Contestado (UnC) |
dc.source.none.fl_str_mv |
Profanações; v. 7 n. esp.2 (2020): Dossiê temático: “Desafios contemporâneos do desenvolvimento regional: por uma abordagem crÃtica e interdisciplinarâ€; 44-67 2358-6125 10.24302/prof.v7iesp.2 reponame:Profanações instname:Universidade do Contestado (UNC) instacron:UNC |
instname_str |
Universidade do Contestado (UNC) |
instacron_str |
UNC |
institution |
UNC |
reponame_str |
Profanações |
collection |
Profanações |
repository.name.fl_str_mv |
Profanações - Universidade do Contestado (UNC) |
repository.mail.fl_str_mv |
||sandro@unc.br |
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1797688250496712704 |