A escola, o PNAIC e a dinamização de acervos literários

Detalhes bibliográficos
Autor(a) principal: Serafini, Caticiane Belusso
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
Texto Completo: http://10.0.217.128:8080/jspui/handle/tede/864
Resumo: The present study approaches the reading theme, the reader formation and the development of reading practices in class from the boosting of the literary collections of complimentary works, available by the National Program of Didactical books (Programa Nacional do Livro Didático PNLD) to the National Pact for literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa PNAIC) for the 1st to 3rd years of the elementary school. In order to do so, it aims at stimulating teachers of these grades from public municipal schools to build innovative reading practices in different languages and supports from the collections of complimentary works, helping their students to develop the taste for reading and at the same time to enhance their reading in a contemporary perspective. The work purpose is based in the legal aspects of implementation of the PNAIC in the theoretical principles of literacy of Soares (2001, 2003, 2004a, 2004b), Psychogenesis of written language developed by Ferreiro and Teberosky (1988) and conceptions of Chartier (1998, 2014a, 2014b), Silva (1991, 1998, 1999, 2009, 2012) Zilberman (2003, 2009, 2014) and Rösing (1988, 1999, 2014, 2015) on reading, reader and mediation of the teacher-reader in schools. The methodological procedure relies on the assumptions Chizzotti (1995) about the case study as qualitative research, carried out through the use of questionnaires aimed at managers, coordinators and literacy teachers in two public schools participating in the PNAIC. Reading as a social practice presupposes the formation of autonomous readers and able to understand and make sense of what one is reading, as well as establishing relationships between reading and its social and cultural environment. In this perspective, the planning and development of hyper media reading practices contribute to the formation of more critical and thoughtful readers, reading lovers in different languages and supports. Added to this, there is the importance of the teacher also being a reader of example and, from there, to get readers to mediate the formation process in the classroom more efficiently. The research findings reinforced the concern with the low rates compared to the reading and writing education in the country, pointed out the importance of the involvement of individuals with literary reading for their personal, social and cultural development and the improvement of their reading competence. They have also showed the need for the teacher to have autonomy and determination to seek other reading materials in addition to the ones at school and showed the construction of hyper media reading practices that contribute significantly to the formation of readers in different languages and supports
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spelling Rösing, Tania Mariza KuchenbeckerCPF:88888888888CPF:0024872407http://lattes.cnpq.br/8281660310338799Serafini, Caticiane Belusso2018-01-10T18:09:02Z2016-09-052016-03-31SERAFINI, Caticiane Belusso. The school, PNAIC and promotion of literary collections. 2016. 121 f. Dissertação (Mestrado em Estudos Linguísticos e Estudos Literários) - Universidade de Passo Fundo, Passo Fundo, 2016.http://10.0.217.128:8080/jspui/handle/tede/864The present study approaches the reading theme, the reader formation and the development of reading practices in class from the boosting of the literary collections of complimentary works, available by the National Program of Didactical books (Programa Nacional do Livro Didático PNLD) to the National Pact for literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa PNAIC) for the 1st to 3rd years of the elementary school. In order to do so, it aims at stimulating teachers of these grades from public municipal schools to build innovative reading practices in different languages and supports from the collections of complimentary works, helping their students to develop the taste for reading and at the same time to enhance their reading in a contemporary perspective. The work purpose is based in the legal aspects of implementation of the PNAIC in the theoretical principles of literacy of Soares (2001, 2003, 2004a, 2004b), Psychogenesis of written language developed by Ferreiro and Teberosky (1988) and conceptions of Chartier (1998, 2014a, 2014b), Silva (1991, 1998, 1999, 2009, 2012) Zilberman (2003, 2009, 2014) and Rösing (1988, 1999, 2014, 2015) on reading, reader and mediation of the teacher-reader in schools. The methodological procedure relies on the assumptions Chizzotti (1995) about the case study as qualitative research, carried out through the use of questionnaires aimed at managers, coordinators and literacy teachers in two public schools participating in the PNAIC. Reading as a social practice presupposes the formation of autonomous readers and able to understand and make sense of what one is reading, as well as establishing relationships between reading and its social and cultural environment. In this perspective, the planning and development of hyper media reading practices contribute to the formation of more critical and thoughtful readers, reading lovers in different languages and supports. Added to this, there is the importance of the teacher also being a reader of example and, from there, to get readers to mediate the formation process in the classroom more efficiently. The research findings reinforced the concern with the low rates compared to the reading and writing education in the country, pointed out the importance of the involvement of individuals with literary reading for their personal, social and cultural development and the improvement of their reading competence. They have also showed the need for the teacher to have autonomy and determination to seek other reading materials in addition to the ones at school and showed the construction of hyper media reading practices that contribute significantly to the formation of readers in different languages and supportsO presente estudo aborda a temática da leitura, a formação do leitor e o desenvolvimento de práticas leitoras na sala de aula a partir da dinamização dos acervos de obras complementares, disponibilizados pelo Programa Nacional do Livro Didático (PNLD) ao Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) para as turmas do 1º ao 3º ano do Ensino Fundamental. Para tanto, tem como objetivo estimular professores do 1º ao 3º ano do Ensino Fundamental de escolas públicas municipais a construírem práticas de leitura inovadoras em diferentes linguagens e suportes com base nos acervos de obras complementares, auxiliando seus alunos a desenvolver o gosto pela leitura e, ao mesmo tempo, a aprimorar o modo de ler, numa perspectiva contemporânea. A proposta de trabalho está embasada nos aspectos legais de implantação do PNAIC, nos princípios teóricos de alfabetização e letramento de Soares (2001, 2003, 2004a, 2004b), na Psicogênese da Língua Escrita desenvolvida por Ferreiro e Teberosky (1988) e nas concepções de Chartier (1998, 2014a, 2014b), Silva (1991, 1998, 1999, 2009, 2012), Zilberman (2003, 2009, 2014) e Rösing (1988, 1996, 2014, 2015) sobre leitura, leitor e mediação do professor-leitor no âmbito escolar. O procedimento metodológico apoia-se nos pressupostos de Chizzotti (1995) acerca do estudo de caso como modalidade de pesquisa qualitativa, efetivado por meio da aplicação de questionários voltados ao gestores, coordenadores pedagógicos e professores alfabetizadores de duas escolas públicas municipais participantes do PNAIC. A leitura enquanto prática social pressupõe a formação de leitores autônomos e capazes de compreender e dar sentido ao que está lendo, bem como estabelecer relações entre a leitura e o seu meio social e cultural. Nessa perspectiva, o planejamento e o desenvolvimento de práticas leitores inovadoras contribuem para a formação de leitores mais críticos e reflexivos, apreciadores da leitura em diferentes linguagens e suportes. A isso somase a importância de o professor também ser um exemplo de leitor e, por conseguinte, mediar o processo de formação de leitores em sala de aula com mais eficiência. As conclusões da pesquisa reforçam a preocupação com os baixos índices em relação ao ensino da leitura e da escrita no país, apontam a importância do envolvimento dos sujeitos com leitura literária para a sua formação pessoal, social e cultural e para o aperfeiçoamento da sua competência leitora. Mostram, ainda, a necessidade de o professor ter autonomia e determinação para buscar outros materiais de leitura além dos existentes na escola e evidenciam a construção de práticas leitoras inovadoras que contribuam significativamente para a formação de leitores em diferentes linguagens e suportesMade available in DSpace on 2018-01-10T18:09:02Z (GMT). No. of bitstreams: 1 2016CATICIANEBELUSSOSERAFINI.pdf: 5158544 bytes, checksum: 19a330a7be6089969547d5d2061e1737 (MD5) Previous issue date: 2016-03-31application/pdfporUniversidade de Passo FundoPrograma de Pós-Graduação em LetrasUPFBREstudos Linguísticos e Estudos LiteráriosLeitores - Reação críticaLeituraLivros e leituraLeitura -DesenvolvimentoReaders - Critical reactionreadingBooks and readingreading -DevelopmentCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA escola, o PNAIC e a dinamização de acervos literáriosThe school, PNAIC and promotion of literary collectionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)instname:Universidade de Passo Fundo (UPF)instacron:UPFORIGINAL2016CATICIANEBELUSSOSERAFINI.pdfapplication/pdf5158544http://tede.upf.br:8080/jspui/bitstream/tede/864/1/2016CATICIANEBELUSSOSERAFINI.pdf19a330a7be6089969547d5d2061e1737MD51tede/8642018-01-10 16:09:02.547oai:tede.upf.br:tede/864Biblioteca Digital de Teses e DissertaçõesPUBhttp://tede.upf.br/oai/requestbiblio@upf.br || bio@upf.br || cas@upf.br || car@upf.br || lve@upf.br || sar@upf.br || sol@upf.br || upfmundi@upf.br || jucelei@upf.bropendoar:2018-01-10T18:09:02Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) - Universidade de Passo Fundo (UPF)false
dc.title.por.fl_str_mv A escola, o PNAIC e a dinamização de acervos literários
dc.title.alternative.eng.fl_str_mv The school, PNAIC and promotion of literary collections
title A escola, o PNAIC e a dinamização de acervos literários
spellingShingle A escola, o PNAIC e a dinamização de acervos literários
Serafini, Caticiane Belusso
Leitores - Reação crítica
Leitura
Livros e leitura
Leitura -Desenvolvimento
Readers - Critical reaction
reading
Books and reading
reading -Development
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
title_short A escola, o PNAIC e a dinamização de acervos literários
title_full A escola, o PNAIC e a dinamização de acervos literários
title_fullStr A escola, o PNAIC e a dinamização de acervos literários
title_full_unstemmed A escola, o PNAIC e a dinamização de acervos literários
title_sort A escola, o PNAIC e a dinamização de acervos literários
author Serafini, Caticiane Belusso
author_facet Serafini, Caticiane Belusso
author_role author
dc.contributor.advisor1.fl_str_mv Rösing, Tania Mariza Kuchenbecker
dc.contributor.advisor1ID.fl_str_mv CPF:88888888888
dc.contributor.authorID.fl_str_mv CPF:0024872407
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8281660310338799
dc.contributor.author.fl_str_mv Serafini, Caticiane Belusso
contributor_str_mv Rösing, Tania Mariza Kuchenbecker
dc.subject.por.fl_str_mv Leitores - Reação crítica
Leitura
Livros e leitura
Leitura -Desenvolvimento
topic Leitores - Reação crítica
Leitura
Livros e leitura
Leitura -Desenvolvimento
Readers - Critical reaction
reading
Books and reading
reading -Development
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
dc.subject.eng.fl_str_mv Readers - Critical reaction
reading
Books and reading
reading -Development
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
description The present study approaches the reading theme, the reader formation and the development of reading practices in class from the boosting of the literary collections of complimentary works, available by the National Program of Didactical books (Programa Nacional do Livro Didático PNLD) to the National Pact for literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa PNAIC) for the 1st to 3rd years of the elementary school. In order to do so, it aims at stimulating teachers of these grades from public municipal schools to build innovative reading practices in different languages and supports from the collections of complimentary works, helping their students to develop the taste for reading and at the same time to enhance their reading in a contemporary perspective. The work purpose is based in the legal aspects of implementation of the PNAIC in the theoretical principles of literacy of Soares (2001, 2003, 2004a, 2004b), Psychogenesis of written language developed by Ferreiro and Teberosky (1988) and conceptions of Chartier (1998, 2014a, 2014b), Silva (1991, 1998, 1999, 2009, 2012) Zilberman (2003, 2009, 2014) and Rösing (1988, 1999, 2014, 2015) on reading, reader and mediation of the teacher-reader in schools. The methodological procedure relies on the assumptions Chizzotti (1995) about the case study as qualitative research, carried out through the use of questionnaires aimed at managers, coordinators and literacy teachers in two public schools participating in the PNAIC. Reading as a social practice presupposes the formation of autonomous readers and able to understand and make sense of what one is reading, as well as establishing relationships between reading and its social and cultural environment. In this perspective, the planning and development of hyper media reading practices contribute to the formation of more critical and thoughtful readers, reading lovers in different languages and supports. Added to this, there is the importance of the teacher also being a reader of example and, from there, to get readers to mediate the formation process in the classroom more efficiently. The research findings reinforced the concern with the low rates compared to the reading and writing education in the country, pointed out the importance of the involvement of individuals with literary reading for their personal, social and cultural development and the improvement of their reading competence. They have also showed the need for the teacher to have autonomy and determination to seek other reading materials in addition to the ones at school and showed the construction of hyper media reading practices that contribute significantly to the formation of readers in different languages and supports
publishDate 2016
dc.date.available.fl_str_mv 2016-09-05
dc.date.issued.fl_str_mv 2016-03-31
dc.date.accessioned.fl_str_mv 2018-01-10T18:09:02Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv SERAFINI, Caticiane Belusso. The school, PNAIC and promotion of literary collections. 2016. 121 f. Dissertação (Mestrado em Estudos Linguísticos e Estudos Literários) - Universidade de Passo Fundo, Passo Fundo, 2016.
dc.identifier.uri.fl_str_mv http://10.0.217.128:8080/jspui/handle/tede/864
identifier_str_mv SERAFINI, Caticiane Belusso. The school, PNAIC and promotion of literary collections. 2016. 121 f. Dissertação (Mestrado em Estudos Linguísticos e Estudos Literários) - Universidade de Passo Fundo, Passo Fundo, 2016.
url http://10.0.217.128:8080/jspui/handle/tede/864
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