A formação do leitor do ensino fundamental: as legendas cinematográficas
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , |
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 |
Resumo: | 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. |
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A formação do leitor do ensino fundamental: as legendas cinematográficasThe cinema subtitles and formation of the primary school readerleitura de legendasGiven 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.Diante das práticas pedagógicas a respeito dos atos de leitura no atual contexto escolar das instituições de ensino fundamental, percebe-se que eles estão ligados à decifração e não à busca por sentido e compreensão. Ao pensar no uso das novas tecnologias que podem contribuir para a formação do leitor, acredita-se que a leitura de legendas permite essa formação uma vez que exige uma leitura rápida que não se prende a todas as palavras e com atribuição de sentido para acompanhar todo o desenrolar do filme. Isso faz com que as crianças aprendam a ler atribuindo sentido e utilizando-se dos conhecimentos de seu acervo cultural. Esta pesquisa teve como objetivo analisar a contribuição das legendas cinematográficas para a formação do leitor do ensino fundamental. Desta forma, foram convidados alunos de idades entre seis e dez anos, com interesse em ver filmes legendados e aprender a ler estas legendas. As sessões cinematográficas foram realizadas quinzenalmente, na própria escola, em uma sala adaptada. Após as sessões, realizou-se as discussões em grupo para verificar quais os problemas enfrentados para a compreensão da trama Neste trabalho serão apresentados dados sobre a sessão do filme “Coração de Tinta”. As crianças, auxiliadas pelos pesquisadores, puderam compreender a trama e aprenderam a articular seu conhecimento com situações dos filmes. A pesquisa esta em andamento, mas é possível verificar que durante a projeção há indicações que estão conseguem ler as legendas, ora perdem o timing de leitura, mas aos poucos evoluem no domínio de leitura desse gênero do discurso.Universidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Didática, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Avenida Higino Muzzi Filho, 737, CEP 17525-900, SP, BrasilUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Didática, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Avenida Higino Muzzi Filho, 737, CEP 17525-900, SP, BrasilUniversidade Estadual Paulista (Unesp)Silva, Adriana Naomi Fukushima daLopes, Naiane RufinoSantos, Sonia de OliveiraAmancio, Talita DenizArena, Dagoberto Buim [UNESP]2015-02-24T13:57:30Z2015-02-24T13:57:30Z2012info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article98-107application/pdfhttp://seer.fclar.unesp.br/iberoamericana/article/view/5371/4304Revista Ibero-Americana de Estudos em Educação, v. 7, n. 1, p. 98-107, 2012.1982-5587http://hdl.handle.net/11449/114812ISSN19825587-2012-07-01-98-107.pdf90191857511644380620372888088479Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccess2024-08-08T19:47:43Zoai:repositorio.unesp.br:11449/114812Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T19:47:43Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A formação do leitor do ensino fundamental: as legendas cinematográficas The cinema subtitles and formation of the primary school reader |
title |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
spellingShingle |
A formação do leitor do ensino fundamental: as legendas cinematográficas Silva, Adriana Naomi Fukushima da leitura de legendas |
title_short |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
title_full |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
title_fullStr |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
title_full_unstemmed |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
title_sort |
A formação do leitor do ensino fundamental: as legendas cinematográficas |
author |
Silva, Adriana Naomi Fukushima da |
author_facet |
Silva, Adriana Naomi Fukushima da Lopes, Naiane Rufino Santos, Sonia de Oliveira Amancio, Talita Deniz Arena, Dagoberto Buim [UNESP] |
author_role |
author |
author2 |
Lopes, Naiane Rufino Santos, Sonia de Oliveira Amancio, Talita Deniz Arena, Dagoberto Buim [UNESP] |
author2_role |
author author author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Silva, Adriana Naomi Fukushima da Lopes, Naiane Rufino Santos, Sonia de Oliveira Amancio, Talita Deniz Arena, Dagoberto Buim [UNESP] |
dc.subject.por.fl_str_mv |
leitura de legendas |
topic |
leitura de legendas |
description |
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. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2015-02-24T13:57:30Z 2015-02-24T13:57:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://seer.fclar.unesp.br/iberoamericana/article/view/5371/4304 Revista Ibero-Americana de Estudos em Educação, v. 7, n. 1, p. 98-107, 2012. 1982-5587 http://hdl.handle.net/11449/114812 ISSN19825587-2012-07-01-98-107.pdf 9019185751164438 0620372888088479 |
url |
http://seer.fclar.unesp.br/iberoamericana/article/view/5371/4304 http://hdl.handle.net/11449/114812 |
identifier_str_mv |
Revista Ibero-Americana de Estudos em Educação, v. 7, n. 1, p. 98-107, 2012. 1982-5587 ISSN19825587-2012-07-01-98-107.pdf 9019185751164438 0620372888088479 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
98-107 application/pdf |
dc.source.none.fl_str_mv |
Currículo Lattes 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 |
|
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1808128187733901312 |