Reading to learn: the reading practice of the elementary school teacher
Autor(a) principal: | |
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Data de Publicação: | 2007 |
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/24 |
Resumo: | The present article aims to discuss the practice of reading academic texts developed by a teacher that had as objective to understand linguistic concepts presented in PCNs of Portuguese Language for the first and second cycles of the Fundamental Course. Our focus takes as starting point the New Studies of Literacy and the concept of reading as a social practice and as meaning construction activity. We also understand the reading as an important tool for continuous teacher formation. The data that we present is centered in the reading of two texts, which are: “O texto: construção de sentidos” (KOCH,1997) and “Os gêneros do discurso” (KOCH,1997) (BAKHTIN, 2000). The reading practices here in focus were proposed starting from the incomprehension of the conceptual definition of text and genre of dicourse in PCNs. |
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Reading to learn: the reading practice of the elementary school teacherLer para aprender: a prática de leitura da professora alfabetizadoraLeitura. Formação de professores. Texto. Gêneros do discurso.The present article aims to discuss the practice of reading academic texts developed by a teacher that had as objective to understand linguistic concepts presented in PCNs of Portuguese Language for the first and second cycles of the Fundamental Course. Our focus takes as starting point the New Studies of Literacy and the concept of reading as a social practice and as meaning construction activity. We also understand the reading as an important tool for continuous teacher formation. The data that we present is centered in the reading of two texts, which are: “O texto: construção de sentidos” (KOCH,1997) and “Os gêneros do discurso” (KOCH,1997) (BAKHTIN, 2000). The reading practices here in focus were proposed starting from the incomprehension of the conceptual definition of text and genre of dicourse in PCNs.O presente artigo se propõe a discutir a prática de leitura de textos acadêmicos desenvolvida por uma professora alfabetizadora, que tinha como objetivo compreender conceitos lingüísticos apresentados nos PCNs de Língua Portuguesa para os primeiros ciclos do Ensino Fundamental. Nosso enfoque toma como ponto de partida os estudos do letramento e a concepção de leitura como prática social e como atividade de construção de sentidos. Entendemos a leitura também como um importante instrumento para a contínua formação docente. Os dados que apresentaremos estão centrados na leitura de dois textos que conceituam respectivamente texto e gêneros do discurso, quais sejam: "O texto: construção de sentidos" (Koch, 1997) e "Os gêneros do discurso" (Bakhtin, 2000). As práticas de leitura aqui em foco foram propostas a partir da incompreensão da definição conceitual de texto e gêneros do discurso nos PCNs.Edunisc2007-01-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/2410.17058/signo.v32i52.24Signo; v. 32 n. 52 (2007); 62-701982-2014reponame: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/24/16Silva, Simone Bueno Borges dainfo:eu-repo/semantics/openAccess2018-07-26T18:14:08Zoai:ojs.online.unisc.br:article/24Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:14:08Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Reading to learn: the reading practice of the elementary school teacher Ler para aprender: a prática de leitura da professora alfabetizadora |
title |
Reading to learn: the reading practice of the elementary school teacher |
spellingShingle |
Reading to learn: the reading practice of the elementary school teacher Silva, Simone Bueno Borges da Leitura. Formação de professores. Texto. Gêneros do discurso. |
title_short |
Reading to learn: the reading practice of the elementary school teacher |
title_full |
Reading to learn: the reading practice of the elementary school teacher |
title_fullStr |
Reading to learn: the reading practice of the elementary school teacher |
title_full_unstemmed |
Reading to learn: the reading practice of the elementary school teacher |
title_sort |
Reading to learn: the reading practice of the elementary school teacher |
author |
Silva, Simone Bueno Borges da |
author_facet |
Silva, Simone Bueno Borges da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Simone Bueno Borges da |
dc.subject.por.fl_str_mv |
Leitura. Formação de professores. Texto. Gêneros do discurso. |
topic |
Leitura. Formação de professores. Texto. Gêneros do discurso. |
description |
The present article aims to discuss the practice of reading academic texts developed by a teacher that had as objective to understand linguistic concepts presented in PCNs of Portuguese Language for the first and second cycles of the Fundamental Course. Our focus takes as starting point the New Studies of Literacy and the concept of reading as a social practice and as meaning construction activity. We also understand the reading as an important tool for continuous teacher formation. The data that we present is centered in the reading of two texts, which are: “O texto: construção de sentidos” (KOCH,1997) and “Os gêneros do discurso” (KOCH,1997) (BAKHTIN, 2000). The reading practices here in focus were proposed starting from the incomprehension of the conceptual definition of text and genre of dicourse in PCNs. |
publishDate |
2007 |
dc.date.none.fl_str_mv |
2007-01-04 |
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://online.unisc.br/seer/index.php/signo/article/view/24 10.17058/signo.v32i52.24 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/24 |
identifier_str_mv |
10.17058/signo.v32i52.24 |
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/24/16 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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. 32 n. 52 (2007); 62-70 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 |
_version_ |
1800218788234264576 |