Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/4437 |
Resumo: | The reading practice in the classroom is linked, very often, to the artificiality in the development process of the activities. In the reading case whose aim is to study the text, such artificiality can imply as a consequence, a student incapable of comprehending and having a position regarding what they have just read. The theme of this research approached the reading-text-study, based on the following questioning: in which conditions a didatic proposal regarding a reading-text-study could instigate the pupil in the 3rd year of elementary school to stop reading the text in an artificial and very brief way to make it possible for them to understand the need for systematic efforts to construct an interpretive path for the reading? The general aim of the investigation was to analyze and reflect about the process of settling the activity regarding reading-text-study, through the elaboration of a pedagogic proposal, in consonance with the interactionist conception of language and its application in a class of 3rd year of elementary school. The objective aims were: a) to contribute, through the pedagogic proposal, to the construction of a subject-pupil who re-do, continuously, their system of comprehension and reference of world regarding the text in context; b) to comprehend the reading as a literacy practice; c) to identify the routing of the teacher as a mediator in the process of learning and teaching reading; d) to identify how the previous readings contribute to the production of meaning of what is read by the pupil. The methodological aspects met the assumptions of Applied Linguistics (GRANDE, 2011; LOPES, 2006), associated with qualitative research (ANDRÉ; LÜDKE, 2014; FLICK, 2012) and investigation methods of ethnographic research (GRANDE, 2011; TEIS; TEIS, 2006) and action research (ENGEL, 2000) with the use of a field diary (RIBEIRO, 2016) as a tool of collecting data. The theorical contribution met the third conception of language, id est, the interactionist conception (TRAVAGLIA, 1996); (GERALDI, 1997a), the perspectives of literacy (SOARES, 2003); (ANTUNES; OLIVEIRA, 2013), the four models of possibilities with the reading formation work GERALDI, 1997b), the reading levels (MENEGASSI, 2010) and the way in which the teacher is seen as a mediator of reading practices in the scholar environment (RIOLFI, 2008) and (ANTUNES, OLIVEIRA, 2013). For objectives and requirements fulfillment of PROFLETRAS we elaborated and applied, during the third semester of the 2018’s school year, the pedagogical proposal of text reading, related to the textual genre experience report, in a group of the 3rd year, Elementary School, of a rural school of the public teaching network, of the West of Paraná and in total, we counted 52 classes. Afterwards, the results were analyzed from the levels of reading proposed and the posture adopted by the teacher for the effectiveness of the reading in scholar environment, that is to say, the pedagogic mediation. We concluded that the pedagogical proposal helped significantly in the construction of the meanings of a student-subject who continually remakes their references system and world understanding when it comes to the texts analyzed, it was also possible to conclude that the pupil, during the process, as a subject-pupil who re-does, continuously, their system of reference and comprehension of world from worked texts. Therefore, it was possible to conclude that the language conception chosen and the different levels of reading-text-study proposed were pertinent for the expected aims to the investigation to be met. |
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Bottega, Rita Maria Decarlihttp://lattes.cnpq.br/3331299495526036Bottega , Rita Maria Decarlihttp://lattes.cnpq.br/3331299495526036Costa-Hübes , Terezinha da Conceiçãohttp://lattes.cnpq.br/5764532456858431Pinheiro , Alexandra Santoshttp://lattes.cnpq.br/9511220028923806http://lattes.cnpq.br/4309567472283509Schlindvein, Jaqueline de Alencar2019-08-22T14:44:07Z2019-03-11SCHLINDVEIN, Jaqueline de Alencar. Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos. 2019. 158 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019.http://tede.unioeste.br/handle/tede/4437The reading practice in the classroom is linked, very often, to the artificiality in the development process of the activities. In the reading case whose aim is to study the text, such artificiality can imply as a consequence, a student incapable of comprehending and having a position regarding what they have just read. The theme of this research approached the reading-text-study, based on the following questioning: in which conditions a didatic proposal regarding a reading-text-study could instigate the pupil in the 3rd year of elementary school to stop reading the text in an artificial and very brief way to make it possible for them to understand the need for systematic efforts to construct an interpretive path for the reading? The general aim of the investigation was to analyze and reflect about the process of settling the activity regarding reading-text-study, through the elaboration of a pedagogic proposal, in consonance with the interactionist conception of language and its application in a class of 3rd year of elementary school. The objective aims were: a) to contribute, through the pedagogic proposal, to the construction of a subject-pupil who re-do, continuously, their system of comprehension and reference of world regarding the text in context; b) to comprehend the reading as a literacy practice; c) to identify the routing of the teacher as a mediator in the process of learning and teaching reading; d) to identify how the previous readings contribute to the production of meaning of what is read by the pupil. The methodological aspects met the assumptions of Applied Linguistics (GRANDE, 2011; LOPES, 2006), associated with qualitative research (ANDRÉ; LÜDKE, 2014; FLICK, 2012) and investigation methods of ethnographic research (GRANDE, 2011; TEIS; TEIS, 2006) and action research (ENGEL, 2000) with the use of a field diary (RIBEIRO, 2016) as a tool of collecting data. The theorical contribution met the third conception of language, id est, the interactionist conception (TRAVAGLIA, 1996); (GERALDI, 1997a), the perspectives of literacy (SOARES, 2003); (ANTUNES; OLIVEIRA, 2013), the four models of possibilities with the reading formation work GERALDI, 1997b), the reading levels (MENEGASSI, 2010) and the way in which the teacher is seen as a mediator of reading practices in the scholar environment (RIOLFI, 2008) and (ANTUNES, OLIVEIRA, 2013). For objectives and requirements fulfillment of PROFLETRAS we elaborated and applied, during the third semester of the 2018’s school year, the pedagogical proposal of text reading, related to the textual genre experience report, in a group of the 3rd year, Elementary School, of a rural school of the public teaching network, of the West of Paraná and in total, we counted 52 classes. Afterwards, the results were analyzed from the levels of reading proposed and the posture adopted by the teacher for the effectiveness of the reading in scholar environment, that is to say, the pedagogic mediation. We concluded that the pedagogical proposal helped significantly in the construction of the meanings of a student-subject who continually remakes their references system and world understanding when it comes to the texts analyzed, it was also possible to conclude that the pupil, during the process, as a subject-pupil who re-does, continuously, their system of reference and comprehension of world from worked texts. Therefore, it was possible to conclude that the language conception chosen and the different levels of reading-text-study proposed were pertinent for the expected aims to the investigation to be met.A prática da leitura em sala de aula está vinculada, muitas vezes, à artificialidade no processo de desenvolvimento das atividades. No caso da leitura cujo objetivo é estudar o texto, tal artificialidade pode ter como consequência um aluno incapaz de compreender e posicionar-se sobre o que leu. O tema desta pesquisa compreendeu a leitura-estudo-de-texto, ancorada sobre o seguinte questionamento: em que condições uma proposta didática sobre leitura-estudo-de-texto pode instigar o aluno do 3º ano do nível fundamental a deixar de ler o texto de forma artificial e muito breve para levá-lo a compreender a necessidade de esforços sistemáticos na construção de um percurso interpretativo para a leitura realizada? O objetivo geral da investigação foi analisar e refletir sobre o processo de encaminhamento da leitura-estudo-de-texto, por meio da elaboração de uma proposta pedagógica, consoante com a concepção interacionista de linguagem e de sua aplicação em uma turma do 3º ano do nível fundamental. Por sua vez, os objetivos específicos foram: a) contribuir, por meio da aplicação de proposta pedagógica, para a construção de um aluno-sujeito que refaz, continuamente, seu sistema de referências e de compreensão de mundo a respeito do texto trabalhado; b) compreender a leitura como uma prática de letramento; c) identificar os encaminhamentos do docente como mediador do processo ensino e aprendizagem da leitura e d) identificar como as leituras anteriores contribuem para a produção de sentido daquilo que é lido pelo aluno. Os aspectos metodológicos atenderam aos pressupostos da Linguística Aplicada (GRANDE, 2011; LOPES, 2006), associados à pesquisa qualitativa (ANDRÉ; LÜDKE, 2014; FLICK, 2012); e aos métodos de investigação da pesquisa do tipo etnográfica (GRANDE, 2011; TEIS; TEIS, 2006) e da pesquisa-ação (ENGEL, 2000), com utilização do diário de campo (RIBEIRO, 2016) como instrumento de levantamento de dados. O aporte teórico abordou a terceira concepção de linguagem, ou seja, a concepção interacionista (TRAVAGLIA, 1996; GERALDI, 1997a), as perspectivas da alfabetização e do letramento (SOARES, 2003; ANTUNES; OLIVEIRA, 2013), os tipos de leitura (GERALDI, 1997b), os níveis de leitura (MENEGASSI, 2010) e o a função do docente como mediador das práticas da leitura em ambiente escolar (RIOLFI, 2008; ANTUNES; OLIVEIRA, 2013). Para o cumprimento dos objetivos e das exigências do PROFLETRAS, foi aplicada, no terceiro bimestre do ano letivo de 2018, uma proposta pedagógica de leitura estudode- texto, relacionada ao gênero relato de experiência, em uma turma do 3º ano do ensino fundamental, de uma escola rural da rede pública de ensino, de um município do Oeste do Paraná, durante 52 aulas. Posteriormente, foram analisados os resultados, a partir dos níveis de leitura propostos e a postura a ser adotada pelo professor para a efetivação da leitura em ambiente escolar, ou seja, a mediação pedagógica. Foi possível concluir com a investigação que a proposta pedagógica auxiliou significativamente o aluno na construção de sentidos para a leitura e estudo do texto; foi possível também perceber o estudante, durante o processo, como um aluno-sujeito que refaz, continuamente, seu sistema de referências e de compreensão de mundo a partir dos textos trabalhados. Com isso, foi possível concluir que a concepção de linguagem escolhida e os diferentes níveis de leitura estudo-de-texto propostos foram pertinentes para que os objetivos previstos para a investigação fossem atendidos.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2019-08-22T14:44:07Z No. of bitstreams: 2 JAQUELINE_ SCHLINDVEIN_2019.pdf: 2487392 bytes, checksum: 251943e47534faaf9ec3846a9a14238b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-08-22T14:44:07Z (GMT). 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dc.title.por.fl_str_mv |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
dc.title.alternative.eng.fl_str_mv |
Reading-text-study in the initial years of elementary school: a construction of practice and meaning |
title |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
spellingShingle |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos Schlindvein, Jaqueline de Alencar Interacionismo Leitura-estudo-de-texto Mediação Pedagógica Letramento Interactionism Reading-text-study Pedagogical Mediation Literacy CIENCIAS HUMANAS |
title_short |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
title_full |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
title_fullStr |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
title_full_unstemmed |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
title_sort |
Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos |
author |
Schlindvein, Jaqueline de Alencar |
author_facet |
Schlindvein, Jaqueline de Alencar |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bottega, Rita Maria Decarli |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3331299495526036 |
dc.contributor.referee1.fl_str_mv |
Bottega , Rita Maria Decarli |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3331299495526036 |
dc.contributor.referee2.fl_str_mv |
Costa-Hübes , Terezinha da Conceição |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5764532456858431 |
dc.contributor.referee3.fl_str_mv |
Pinheiro , Alexandra Santos |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9511220028923806 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4309567472283509 |
dc.contributor.author.fl_str_mv |
Schlindvein, Jaqueline de Alencar |
contributor_str_mv |
Bottega, Rita Maria Decarli Bottega , Rita Maria Decarli Costa-Hübes , Terezinha da Conceição Pinheiro , Alexandra Santos |
dc.subject.por.fl_str_mv |
Interacionismo Leitura-estudo-de-texto Mediação Pedagógica Letramento |
topic |
Interacionismo Leitura-estudo-de-texto Mediação Pedagógica Letramento Interactionism Reading-text-study Pedagogical Mediation Literacy CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Interactionism Reading-text-study Pedagogical Mediation Literacy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
The reading practice in the classroom is linked, very often, to the artificiality in the development process of the activities. In the reading case whose aim is to study the text, such artificiality can imply as a consequence, a student incapable of comprehending and having a position regarding what they have just read. The theme of this research approached the reading-text-study, based on the following questioning: in which conditions a didatic proposal regarding a reading-text-study could instigate the pupil in the 3rd year of elementary school to stop reading the text in an artificial and very brief way to make it possible for them to understand the need for systematic efforts to construct an interpretive path for the reading? The general aim of the investigation was to analyze and reflect about the process of settling the activity regarding reading-text-study, through the elaboration of a pedagogic proposal, in consonance with the interactionist conception of language and its application in a class of 3rd year of elementary school. The objective aims were: a) to contribute, through the pedagogic proposal, to the construction of a subject-pupil who re-do, continuously, their system of comprehension and reference of world regarding the text in context; b) to comprehend the reading as a literacy practice; c) to identify the routing of the teacher as a mediator in the process of learning and teaching reading; d) to identify how the previous readings contribute to the production of meaning of what is read by the pupil. The methodological aspects met the assumptions of Applied Linguistics (GRANDE, 2011; LOPES, 2006), associated with qualitative research (ANDRÉ; LÜDKE, 2014; FLICK, 2012) and investigation methods of ethnographic research (GRANDE, 2011; TEIS; TEIS, 2006) and action research (ENGEL, 2000) with the use of a field diary (RIBEIRO, 2016) as a tool of collecting data. The theorical contribution met the third conception of language, id est, the interactionist conception (TRAVAGLIA, 1996); (GERALDI, 1997a), the perspectives of literacy (SOARES, 2003); (ANTUNES; OLIVEIRA, 2013), the four models of possibilities with the reading formation work GERALDI, 1997b), the reading levels (MENEGASSI, 2010) and the way in which the teacher is seen as a mediator of reading practices in the scholar environment (RIOLFI, 2008) and (ANTUNES, OLIVEIRA, 2013). For objectives and requirements fulfillment of PROFLETRAS we elaborated and applied, during the third semester of the 2018’s school year, the pedagogical proposal of text reading, related to the textual genre experience report, in a group of the 3rd year, Elementary School, of a rural school of the public teaching network, of the West of Paraná and in total, we counted 52 classes. Afterwards, the results were analyzed from the levels of reading proposed and the posture adopted by the teacher for the effectiveness of the reading in scholar environment, that is to say, the pedagogic mediation. We concluded that the pedagogical proposal helped significantly in the construction of the meanings of a student-subject who continually remakes their references system and world understanding when it comes to the texts analyzed, it was also possible to conclude that the pupil, during the process, as a subject-pupil who re-does, continuously, their system of reference and comprehension of world from worked texts. Therefore, it was possible to conclude that the language conception chosen and the different levels of reading-text-study proposed were pertinent for the expected aims to the investigation to be met. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-08-22T14:44:07Z |
dc.date.issued.fl_str_mv |
2019-03-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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SCHLINDVEIN, Jaqueline de Alencar. Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos. 2019. 158 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
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http://tede.unioeste.br/handle/tede/4437 |
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SCHLINDVEIN, Jaqueline de Alencar. Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos. 2019. 158 f. Dissertação( Mestrado Profissional em Letras ) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Universidade Estadual do Oeste do Paraná Cascavel |
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