Implementação de ambiente leitor na escola: uma perspectiva transdisciplinar

• Autor(a) principal: Facchinello, Douglas Rafael
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5419
• topic: Ambiente leitor; Construção de acervo; Leitura como prática social; Reading as a social practice; Reading environment; Construction of text collection; Linguagens e Letgramentos

This master thesis presents results of a propositional research on the implementation of a reading environment in a state school. The main objective is to propose guidelines for the implementation of a Literacy Project which enables the creation of a reading environment for the Elementary and High school levels, in an transdisciplinary perspective, together with the school community. The starting point of research was the reality of a state school in Foz do Iguaçu (Paraná, Brazil), which serves mainly students from families in socially vulnerable situations, residents of the largest urban occupation in the State of Paraná, as well as students from the middle and lower middle classes. By means a literacy project aimed at promoting reading as a social practice, we propose the collective, democratic implementation of a reading environment that will continuously propitiate the practice of reading various discursive genres, with topics that are interesting to students and linked to their reality, in an transdisciplinary way. The actions we propose are based on the concept of language as a place of interaction, considering the Bakhtinian perspective of a dialogical, interlocutive act, which involves historical social demands, and on the concept of reading as a social practice, which assumes the reader as a subject who interacts with the text and his/her socio-cultural environment. We are also based on the contributions of Paulo Freire (1981; 2005; 2011), who conceived literacy as a political act and an act of knowledge, and on Kleiman (2005), who deepens Freire’s view of literacy (initial reading instruction) through social literacy practices.