A formação do leitor do ensino fundamental: as legendas cinematográficas

• Autor(a) principal: Silva, Adriana Naomi Fukushima da
• Data de Publicação: 2012
• Outros Autores: Lopes, Naiane Rufino, Santos, Sonia de Oliveira, Amancio, Talita Deniz, Arena, Dagoberto Buim [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://seer.fclar.unesp.br/iberoamericana/article/view/5371/4304; http://hdl.handle.net/11449/114812
• topic: leitura de legendas

Given the pedagogical practices in respect of acts of reading in the current context of education institutions in primary education, it is clear that they are connected to decipher and not the search for meaning and understanding. In thinking about the use of new technologies that can contribute to the formation of the reader, it is believed that reading subtitles allows such training since it requires a quick read that does not cling to every word and attribution of meaning to monitor all the course of the film. This makes the children learn to read and make sense using the expertise of its cultural heritage. This research aimed to analyze the contribution of film subtitles to the formation of the reader from elementary school. Thus, students were invited, between the ages of six and ten years, with interest to see subtitled films, and they learn to read subtitles. The film sessions were held fortnightly at the school, in an adapted room. After the sessions, held group discussions to see what the problems in understanding the plot this paper presents data on the session of the film "Coração de Tinta". Children, assisted by the researchers could understand the story and learned to articulate their knowledge in situations of movies. The research is ongoing, but we can see that during the projection there are indications that they are able to read the subtitles, sometimes lose the timing of reading, but gradually evolve in the field of reading this kind of discourse.