Of the (im) possibilities of evaluating literary reading in school: a study case

Detalhes bibliográficos
Autor(a) principal: Souza, Raquel e
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/11985
Resumo: The work with the literary text in Middle Scholl still lacks clear theoretical and methodological foundation – which includes the official documents – in order to ground an effectivelly productive teaching practice regarding readers’ development. Compressed between two distinct approaches to dealing with the literary text, Middle Scholl teachers seem to drift between the perspective of reading as participation, whereby reading promotion overcomes the text, and reading as distancing, whose formalistic emphasis often rejects subjectivity. This paper intends, based on a case study, to present a conciliation alternative between the two perspectives by using different pedagogical tools to record the subjective reception of literary texts: reading journal, reader autobiography and literary correspondence. We will follow the course of a retained sixth grade student through 2016 and 2017 registered on his reader testimonies to show how subjective investment in reading processing makes it possible not only to develop reading skills but also an affective engagement with the act of reading.
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spelling Of the (im) possibilities of evaluating literary reading in school: a study caseDas (im) possibilidades de avaliar a leitura literária na escola: um estudo de casoRecepção. Leitura subjetiva. Anos finais do ensino fundamental.Reception. Subjective reading. Middle School.The work with the literary text in Middle Scholl still lacks clear theoretical and methodological foundation – which includes the official documents – in order to ground an effectivelly productive teaching practice regarding readers’ development. Compressed between two distinct approaches to dealing with the literary text, Middle Scholl teachers seem to drift between the perspective of reading as participation, whereby reading promotion overcomes the text, and reading as distancing, whose formalistic emphasis often rejects subjectivity. This paper intends, based on a case study, to present a conciliation alternative between the two perspectives by using different pedagogical tools to record the subjective reception of literary texts: reading journal, reader autobiography and literary correspondence. We will follow the course of a retained sixth grade student through 2016 and 2017 registered on his reader testimonies to show how subjective investment in reading processing makes it possible not only to develop reading skills but also an affective engagement with the act of reading.O trabalho com o texto literário nos anos finais do ensino fundamental ainda carece de fundamentação teórico-metodológica clara – inclusive nos documentos oficiais – para balizar uma prática docente efetivamente produtiva no que tange à formação de leitores. Emparedado entre duas lógicas distintas de abordagem do texto literário, o EFII parece ficar à deriva entre a perspectiva da leitura como participação, segundo a qual a promoção da leitura se sobreleva ao texto, e a leitura como distanciamento, cuja ênfase formalista não raro rechaça a subjetividade leitora. Este trabalho pretende, então, a partir de um estudo de caso, apresentar uma alternativa de conciliação entre as duas perspectivas a partir do uso de instrumentos pedagógicos de registro da recepção subjetiva de textos literários: diário de leitura, autobiografia de leitor e correspondência literária. Acompanharemos o percurso de um aluno repetente do sexto ano do ensino fundamental ao longo de 2016 e 2017 por meio de seus testemunhos de leitor para mostrar como o investimento subjetivo no processamento da leitura torna possível não só o desenvolvimento de competências leitoras como o envolvimento afetivo com o ato de ler.Edunisc2018-09-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1198510.17058/signo.v43i78.11985Signo; v. 43 n. 78 (2018); 78-901982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/11985/pdf_1Copyright (c) 2018 Signoinfo:eu-repo/semantics/openAccessSouza, Raquel e2019-04-02T19:05:19Zoai:ojs.online.unisc.br:article/11985Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2019-04-02T19:05:19Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Of the (im) possibilities of evaluating literary reading in school: a study case
Das (im) possibilidades de avaliar a leitura literária na escola: um estudo de caso
title Of the (im) possibilities of evaluating literary reading in school: a study case
spellingShingle Of the (im) possibilities of evaluating literary reading in school: a study case
Souza, Raquel e
Recepção. Leitura subjetiva. Anos finais do ensino fundamental.
Reception. Subjective reading. Middle School.
title_short Of the (im) possibilities of evaluating literary reading in school: a study case
title_full Of the (im) possibilities of evaluating literary reading in school: a study case
title_fullStr Of the (im) possibilities of evaluating literary reading in school: a study case
title_full_unstemmed Of the (im) possibilities of evaluating literary reading in school: a study case
title_sort Of the (im) possibilities of evaluating literary reading in school: a study case
author Souza, Raquel e
author_facet Souza, Raquel e
author_role author
dc.contributor.author.fl_str_mv Souza, Raquel e
dc.subject.por.fl_str_mv Recepção. Leitura subjetiva. Anos finais do ensino fundamental.
Reception. Subjective reading. Middle School.
topic Recepção. Leitura subjetiva. Anos finais do ensino fundamental.
Reception. Subjective reading. Middle School.
description The work with the literary text in Middle Scholl still lacks clear theoretical and methodological foundation – which includes the official documents – in order to ground an effectivelly productive teaching practice regarding readers’ development. Compressed between two distinct approaches to dealing with the literary text, Middle Scholl teachers seem to drift between the perspective of reading as participation, whereby reading promotion overcomes the text, and reading as distancing, whose formalistic emphasis often rejects subjectivity. This paper intends, based on a case study, to present a conciliation alternative between the two perspectives by using different pedagogical tools to record the subjective reception of literary texts: reading journal, reader autobiography and literary correspondence. We will follow the course of a retained sixth grade student through 2016 and 2017 registered on his reader testimonies to show how subjective investment in reading processing makes it possible not only to develop reading skills but also an affective engagement with the act of reading.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/11985
10.17058/signo.v43i78.11985
url https://online.unisc.br/seer/index.php/signo/article/view/11985
identifier_str_mv 10.17058/signo.v43i78.11985
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/11985/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2018 Signo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Signo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 43 n. 78 (2018); 78-90
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
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