Beliefs of Elementary School teachers about reading literary texts

Detalhes bibliográficos
Autor(a) principal: Flores, Alexandre Roberto Camillo
Data de Publicação: 2022
Outros Autores: Bortoluzzi, Valeria Iensen
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/25391
Resumo: Teachers' beliefs about reading texts go through the academic training process, through guidelines and documents, which guide, standardize and define essential knowledge for the teaching and learning process in the country, in addition to their experiences and classroom practices. The present work intends to investigate the beliefs of elementary school teachers from public schools in Santa Maria, in Rio Grande do Sul, about reading literary texts. The research has a qualitative approach, based on the analysis of questionnaires intended for teachers, for this, the characterization of the research is through the method of Exploratory Analysis, Critical Discourse Analysis based on the book Discourse and Social Change by Norman Fairclough and the Systemic-functional grammar of the Portuguese language. The conclusion of the research, after analyzing the answers, all participating teachers believe that reading literary texts is an important practice in the classroom.
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spelling Beliefs of Elementary School teachers about reading literary textsCreencias de los profesores de Escuela Primaria sobre la lectura de textos literariosCrenças de professores do Ensino Fundamental sobre leitura de textos literáriosTeachingLiteratureReading.EnseñoLiteraturaLectura.EnsinoLiteraturaLeitura.Teachers' beliefs about reading texts go through the academic training process, through guidelines and documents, which guide, standardize and define essential knowledge for the teaching and learning process in the country, in addition to their experiences and classroom practices. The present work intends to investigate the beliefs of elementary school teachers from public schools in Santa Maria, in Rio Grande do Sul, about reading literary texts. The research has a qualitative approach, based on the analysis of questionnaires intended for teachers, for this, the characterization of the research is through the method of Exploratory Analysis, Critical Discourse Analysis based on the book Discourse and Social Change by Norman Fairclough and the Systemic-functional grammar of the Portuguese language. The conclusion of the research, after analyzing the answers, all participating teachers believe that reading literary texts is an important practice in the classroom.Las creencias de los docentes sobre la lectura de textos pasan por el proceso de formación académica, a través de lineamientos y documentos, que orientan, estandarizan y definen conocimientos esenciales para el proceso de enseñanza y aprendizaje en el país, además de sus experiencias y prácticas de aula. El presente trabajo tiene como objetivo investigar las creencias de los maestros de primaria de las escuelas públicas de Santa María, en Rio Grande do Sul, sobre la lectura de textos literarios. La investigación tiene un enfoque cualitativo, basado en el análisis de cuestionarios destinados a los docentes, para ello, la caracterización de la investigación es a través del método de Análisis Exploratorio, Análisis Crítico del Discurso basado en el libro Discurso y Cambio Social de Norman Fairclough y la Sistémica-gramática funcional de la lengua portuguesa. Con la conclusión de la investigación, luego de analizar los cuestionarios, todos los profesores participantes creen que la lectura de textos literarios es una práctica importante en el aula.As crenças dos professores sobre leitura de textos passam pelo processo de formação acadêmica, pelas diretrizes e documentos, que orientam, normatizam e definem os conhecimentos essenciais para o processo de ensino e aprendizado no país, além das suas experiências e práticas de sala de aula. O presente trabalho tem a intenção de investigar quais as crenças dos professores do Ensino Fundamental de escolas públicas de Santa Maria, no Rio Grande do Sul, sobre leitura de textos literários. A pesquisa é de abordagem qualitativa, pautada a partir da análise de questionários destinados aos professores, para isso, a caracterização da pesquisa é através do método de Análise Exploratória, da Análise Crítica do Discurso fundamentada pelo livro Discurso e Mudança Social de Norman Fairclough e da Gramática Sistêmico-funcional da Língua Portuguesa. Com a conclusão da pesquisa, após a análise das respostas, todos os professores participantes acreditam que a leitura de textos literários é uma prática importante em sala de aula.Research, Society and Development2022-01-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2539110.33448/rsd-v11i1.25391Research, Society and Development; Vol. 11 No. 1; e58511125391Research, Society and Development; Vol. 11 Núm. 1; e58511125391Research, Society and Development; v. 11 n. 1; e585111253912525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/25391/22216Copyright (c) 2022 Alexandre Roberto Camillo Flores; Valeria Iensen Bortoluzzihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFlores, Alexandre Roberto Camillo Bortoluzzi, Valeria Iensen2022-01-16T18:08:18Zoai:ojs.pkp.sfu.ca:article/25391Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:43:41.060545Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Beliefs of Elementary School teachers about reading literary texts
Creencias de los profesores de Escuela Primaria sobre la lectura de textos literarios
Crenças de professores do Ensino Fundamental sobre leitura de textos literários
title Beliefs of Elementary School teachers about reading literary texts
spellingShingle Beliefs of Elementary School teachers about reading literary texts
Flores, Alexandre Roberto Camillo
Teaching
Literature
Reading.
Enseño
Literatura
Lectura.
Ensino
Literatura
Leitura.
title_short Beliefs of Elementary School teachers about reading literary texts
title_full Beliefs of Elementary School teachers about reading literary texts
title_fullStr Beliefs of Elementary School teachers about reading literary texts
title_full_unstemmed Beliefs of Elementary School teachers about reading literary texts
title_sort Beliefs of Elementary School teachers about reading literary texts
author Flores, Alexandre Roberto Camillo
author_facet Flores, Alexandre Roberto Camillo
Bortoluzzi, Valeria Iensen
author_role author
author2 Bortoluzzi, Valeria Iensen
author2_role author
dc.contributor.author.fl_str_mv Flores, Alexandre Roberto Camillo
Bortoluzzi, Valeria Iensen
dc.subject.por.fl_str_mv Teaching
Literature
Reading.
Enseño
Literatura
Lectura.
Ensino
Literatura
Leitura.
topic Teaching
Literature
Reading.
Enseño
Literatura
Lectura.
Ensino
Literatura
Leitura.
description Teachers' beliefs about reading texts go through the academic training process, through guidelines and documents, which guide, standardize and define essential knowledge for the teaching and learning process in the country, in addition to their experiences and classroom practices. The present work intends to investigate the beliefs of elementary school teachers from public schools in Santa Maria, in Rio Grande do Sul, about reading literary texts. The research has a qualitative approach, based on the analysis of questionnaires intended for teachers, for this, the characterization of the research is through the method of Exploratory Analysis, Critical Discourse Analysis based on the book Discourse and Social Change by Norman Fairclough and the Systemic-functional grammar of the Portuguese language. The conclusion of the research, after analyzing the answers, all participating teachers believe that reading literary texts is an important practice in the classroom.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-16
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/25391
10.33448/rsd-v11i1.25391
url https://rsdjournal.org/index.php/rsd/article/view/25391
identifier_str_mv 10.33448/rsd-v11i1.25391
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/25391/22216
dc.rights.driver.fl_str_mv Copyright (c) 2022 Alexandre Roberto Camillo Flores; Valeria Iensen Bortoluzzi
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Alexandre Roberto Camillo Flores; Valeria Iensen Bortoluzzi
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 1; e58511125391
Research, Society and Development; Vol. 11 Núm. 1; e58511125391
Research, Society and Development; v. 11 n. 1; e58511125391
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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