A prática docente dialogando com a leitura, a literatura e a formação leitora.

Detalhes bibliográficos
Autor(a) principal: Silva, Silvana Ravazzoli Brunello da
Data de Publicação: 2021
Tipo de documento: Trabalho de conclusão de curso
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://hdl.handle.net/11449/216345
Resumo: The present work aims to understand the importance of the practice of reading in the school context and its contribution to the student and teacher, approaching reading as a fundamental learning for reading formation. This is a bibliographic research. (GIL, 2009). To address the importance of reading for reading and student education, I analyze the perspectives of the following authors: Abramovich (1997), Cadermatori (2006, 2009), Paulo Freire (2009, 1986), Larrosa (2004) and Cosson (2014) . At the same time, I carried out a search for complete works on the basis of ANPEd (National Association of Graduate Studies in Education), considering the events that took place in 2011, 2012, 2013, 2015, 2017 and 2019. The complete works presented in the Working Group were analyzed 10: Literacy, Reading and Writing. The choice of complete works was made considering the keyword reading, present in the title, abstract or keyword. The proposal of the theme brings as a fundamental point, reading for reader formation. The reader, when traveling in reading, interacts with him, with the author and with the work and when this reading is shared, it allows the reader to recognize himself in his own world and in the world, more broadly. The teacher in this literary communication has the function of mediating this learning, guiding for the acquisition of this learning the necessary techniques, for the reading formation to be complete. When carrying out the survey in the GT10 of ANPEd, 10 articles were chosen, the articles allowed a dialogue with the concepts about the importance of reading for the reading formation, approaching some practices related to reading, to literary genres and teaching practice. The respective authors mentioned in the work, brought important reflections about the reading formation, the experiences of each being that precede the systematic learning of reading and writing, the way to read correctly for children, enabling the involvement with it, the author and the work. Literature aimed at teaching experience requires some correct techniques, when reading a literary work and especially children's works, the teacher when correctly exploring the way of reading not only benefits the student, but he also, because, just as the reader enters the work and gets involved with it, the teacher will also get involved with it, thus creating pleasure in studying, reading and indirectly qualifying itself, so that the classes are rich in learning, thus leaving the systematic teaching. Therefore, the teaching of reading and reading training that we aim for breaks patterns, and allows the listener of the story and the reader to enter a world of their own, knowing their own inner being and becoming the subject of that story and the story they can create.
id UNSP_2d1240d7c4dbed5c92a66c7341c9f914
oai_identifier_str oai:repositorio.unesp.br:11449/216345
network_acronym_str UNSP
network_name_str Repositório Institucional da UNESP
repository_id_str 2946
spelling A prática docente dialogando com a leitura, a literatura e a formação leitora.The teaching practice dialoguing with reading, literature and reading training.ReadingLiteratureTeaching practiceLeituraLiteraturaPrática docenteThe present work aims to understand the importance of the practice of reading in the school context and its contribution to the student and teacher, approaching reading as a fundamental learning for reading formation. This is a bibliographic research. (GIL, 2009). To address the importance of reading for reading and student education, I analyze the perspectives of the following authors: Abramovich (1997), Cadermatori (2006, 2009), Paulo Freire (2009, 1986), Larrosa (2004) and Cosson (2014) . At the same time, I carried out a search for complete works on the basis of ANPEd (National Association of Graduate Studies in Education), considering the events that took place in 2011, 2012, 2013, 2015, 2017 and 2019. The complete works presented in the Working Group were analyzed 10: Literacy, Reading and Writing. The choice of complete works was made considering the keyword reading, present in the title, abstract or keyword. The proposal of the theme brings as a fundamental point, reading for reader formation. The reader, when traveling in reading, interacts with him, with the author and with the work and when this reading is shared, it allows the reader to recognize himself in his own world and in the world, more broadly. The teacher in this literary communication has the function of mediating this learning, guiding for the acquisition of this learning the necessary techniques, for the reading formation to be complete. When carrying out the survey in the GT10 of ANPEd, 10 articles were chosen, the articles allowed a dialogue with the concepts about the importance of reading for the reading formation, approaching some practices related to reading, to literary genres and teaching practice. The respective authors mentioned in the work, brought important reflections about the reading formation, the experiences of each being that precede the systematic learning of reading and writing, the way to read correctly for children, enabling the involvement with it, the author and the work. Literature aimed at teaching experience requires some correct techniques, when reading a literary work and especially children's works, the teacher when correctly exploring the way of reading not only benefits the student, but he also, because, just as the reader enters the work and gets involved with it, the teacher will also get involved with it, thus creating pleasure in studying, reading and indirectly qualifying itself, so that the classes are rich in learning, thus leaving the systematic teaching. Therefore, the teaching of reading and reading training that we aim for breaks patterns, and allows the listener of the story and the reader to enter a world of their own, knowing their own inner being and becoming the subject of that story and the story they can create.O presente trabalho tem como objetivo compreender a importância da prática da leitura no contexto escolar e sua contribuição para o discente e docente, abordando a leitura como um aprendizado fundamental para a formação leitora. Trata-se de uma pesquisa bibliográfica. (GIL, 2009). Para tratar da importância da leitura para a formação leitora e formação discente, analiso as perspectivas dos seguintes autores: Abramovich (1997), Cadermatori (2006, 2009), Paulo Freire (2009,1986), Larrosa (2004) e Cosson (2014). Paralelamente realizei uma busca de trabalhos completos na base da ANPEd (Associação Nacional de Pós-Graduação em Educação), considerando os eventos que aconteceram em 2011, 2012, 2013, 2015, 2017 e 2019. Foram analisados os trabalhos completos apresentados no Grupo de Trabalho 10: Alfabetização, Leitura e Escrita. A escolha dos trabalhos completos foi feita considerando a palavra-chave leitura, presente no título, resumo ou palavra-chave. A proposta da temática traz como ponto fundamental, a leitura para formação leitora. O leitor ao viajar na leitura interage com ele, com o autor e com obra e quando essa leitura é compartilhada possibilita que o leitor se reconheça no seu próprio mundo e no mundo, mais amplamente. O docente nesta comunicação literária tem a função de mediar esse aprendizado, orientando para aquisição deste aprendizado as técnicas necessárias, para a formação leitora ser completa. Ao realizar o levantamento no GT10 da ANPEd, foram escolhidos 10 artigos, os artigos possibilitaram um diálogo com os conceitos a respeito da importância da leitura para a formação leitora, abordando algumas práticas relacionadas a leitura, a gêneros literários e prática docente. Os respectivos autores citados no trabalho, trouxeram reflexões importantes acerca da formação leitora, das experiências de cada ser que antecedem o aprendizado sistemático de ler e escrever, da forma de ler corretamente para crianças, possibilitando o envolvimento com ela, o autor e a obra. A literatura voltada a experiência docente exige algumas técnicas corretas, ao ler uma obra literária e principalmente as obras infantis, o docente ao explorar corretamente o modo de ler não só beneficia o aluno, mas ele também, pois, assim como o leitor entra na obra e se envolve com ela, o docente também irá se envolver com ela criando assim, prazer por estudar, ler e se capacitando indiretamente, para que as aulas sejam ricas de aprendizado, saindo assim do ensino sistemático. Portanto, o ensino da leitura e formação leitora que almejamos rompe padrões, e possibilita o ouvinte da história e o leitor entrarem em um mundo próprio, conhecendo seu próprio ser interior e se tornando o sujeito daquela história e da história que ele poderá criar.Não recebi financiamentoUniversidade Estadual Paulista (Unesp)Chaluh, Laura Noemi [UNESP]Universidade Estadual Paulista (Unesp)Silva, Silvana Ravazzoli Brunello da2022-02-07T11:38:05Z2022-02-07T11:38:05Z2021-11-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisapplication/pdfhttp://hdl.handle.net/11449/216345porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESP2023-10-21T06:06:17Zoai:repositorio.unesp.br:11449/216345Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:30:55.133348Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv A prática docente dialogando com a leitura, a literatura e a formação leitora.
The teaching practice dialoguing with reading, literature and reading training.
title A prática docente dialogando com a leitura, a literatura e a formação leitora.
spellingShingle A prática docente dialogando com a leitura, a literatura e a formação leitora.
Silva, Silvana Ravazzoli Brunello da
Reading
Literature
Teaching practice
Leitura
Literatura
Prática docente
title_short A prática docente dialogando com a leitura, a literatura e a formação leitora.
title_full A prática docente dialogando com a leitura, a literatura e a formação leitora.
title_fullStr A prática docente dialogando com a leitura, a literatura e a formação leitora.
title_full_unstemmed A prática docente dialogando com a leitura, a literatura e a formação leitora.
title_sort A prática docente dialogando com a leitura, a literatura e a formação leitora.
author Silva, Silvana Ravazzoli Brunello da
author_facet Silva, Silvana Ravazzoli Brunello da
author_role author
dc.contributor.none.fl_str_mv Chaluh, Laura Noemi [UNESP]
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Silva, Silvana Ravazzoli Brunello da
dc.subject.por.fl_str_mv Reading
Literature
Teaching practice
Leitura
Literatura
Prática docente
topic Reading
Literature
Teaching practice
Leitura
Literatura
Prática docente
description The present work aims to understand the importance of the practice of reading in the school context and its contribution to the student and teacher, approaching reading as a fundamental learning for reading formation. This is a bibliographic research. (GIL, 2009). To address the importance of reading for reading and student education, I analyze the perspectives of the following authors: Abramovich (1997), Cadermatori (2006, 2009), Paulo Freire (2009, 1986), Larrosa (2004) and Cosson (2014) . At the same time, I carried out a search for complete works on the basis of ANPEd (National Association of Graduate Studies in Education), considering the events that took place in 2011, 2012, 2013, 2015, 2017 and 2019. The complete works presented in the Working Group were analyzed 10: Literacy, Reading and Writing. The choice of complete works was made considering the keyword reading, present in the title, abstract or keyword. The proposal of the theme brings as a fundamental point, reading for reader formation. The reader, when traveling in reading, interacts with him, with the author and with the work and when this reading is shared, it allows the reader to recognize himself in his own world and in the world, more broadly. The teacher in this literary communication has the function of mediating this learning, guiding for the acquisition of this learning the necessary techniques, for the reading formation to be complete. When carrying out the survey in the GT10 of ANPEd, 10 articles were chosen, the articles allowed a dialogue with the concepts about the importance of reading for the reading formation, approaching some practices related to reading, to literary genres and teaching practice. The respective authors mentioned in the work, brought important reflections about the reading formation, the experiences of each being that precede the systematic learning of reading and writing, the way to read correctly for children, enabling the involvement with it, the author and the work. Literature aimed at teaching experience requires some correct techniques, when reading a literary work and especially children's works, the teacher when correctly exploring the way of reading not only benefits the student, but he also, because, just as the reader enters the work and gets involved with it, the teacher will also get involved with it, thus creating pleasure in studying, reading and indirectly qualifying itself, so that the classes are rich in learning, thus leaving the systematic teaching. Therefore, the teaching of reading and reading training that we aim for breaks patterns, and allows the listener of the story and the reader to enter a world of their own, knowing their own inner being and becoming the subject of that story and the story they can create.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-09
2022-02-07T11:38:05Z
2022-02-07T11:38:05Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/bachelorThesis
format bachelorThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/11449/216345
url http://hdl.handle.net/11449/216345
dc.language.iso.fl_str_mv por
language por
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 Universidade Estadual Paulista (Unesp)
publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808128525555728384