A atuação do professor de letras e a formação de leitores críticos
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do Mackenzie |
Texto Completo: | http://dspace.mackenzie.br/handle/10899/25243 |
Resumo: | This research arises from our concern about the way textbooks are presented and used in Portuguese language classes in elementary school. We seek to understand why students lose the enjoyment of literature during the basic education and what responsibility different educational institutions, at different degrees, bear in the development of a critical reader. Thus, we focus the prime motivator and mediator of reading in the classroom, the teacher. Recognizing the importance of his intervention in the readers‟s development, including the selection of appropriate material, choice of teaching strategies, and encouragement of discussion and reflection by their students. For this, we analyze how the teacher has been prepared in his graduation course, to act as a social transformer, within the classroom. In order to asses some of the major theoretical foundations of reading, see how reading is taught in the classroom and point out elements that can act as auxiliaries in the process of teacher motivation, our qualitative research used semi-structured questions, asked of elementary school students, teachers in action and language students. With this study, we show that the reading books, given to elementary students are not always appropriate for this age group, and that the way that these material are presented and used, can turn student's way from the enjoyment of reading; teacher graduate courses in reading instruction, only discuss the theoretical aspects of reading instruction, without application in the classroom work. We also observed the skills and strategies taught in graduate instruction are just term lost during the teacher's training, without major consequences for their future performance in the classroom. |
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2016-03-15T19:45:16Z2020-05-28T18:12:57Z2011-11-162020-05-28T18:12:57Z2011-02-22http://dspace.mackenzie.br/handle/10899/25243This research arises from our concern about the way textbooks are presented and used in Portuguese language classes in elementary school. We seek to understand why students lose the enjoyment of literature during the basic education and what responsibility different educational institutions, at different degrees, bear in the development of a critical reader. Thus, we focus the prime motivator and mediator of reading in the classroom, the teacher. Recognizing the importance of his intervention in the readers‟s development, including the selection of appropriate material, choice of teaching strategies, and encouragement of discussion and reflection by their students. For this, we analyze how the teacher has been prepared in his graduation course, to act as a social transformer, within the classroom. In order to asses some of the major theoretical foundations of reading, see how reading is taught in the classroom and point out elements that can act as auxiliaries in the process of teacher motivation, our qualitative research used semi-structured questions, asked of elementary school students, teachers in action and language students. With this study, we show that the reading books, given to elementary students are not always appropriate for this age group, and that the way that these material are presented and used, can turn student's way from the enjoyment of reading; teacher graduate courses in reading instruction, only discuss the theoretical aspects of reading instruction, without application in the classroom work. We also observed the skills and strategies taught in graduate instruction are just term lost during the teacher's training, without major consequences for their future performance in the classroom.Este trabalho de pesquisa é proveniente de nossas preocupações com a maneira como os textos escritos são apresentados e trabalhados nas aulas de língua portuguesa do ensino básico. Buscamos entender porque o aluno, no percurso do ensino fundamental, perde o prazer pelos livros literários e qual a responsabilidade das diferentes instituições formadoras na constituição de um leitor crítico. Dessa maneira, voltamos nosso olhar para o principal incentivador e mediador da leitura na sala de aula, o professor. Reconhecendo a importância de sua intervenção na formação do leitor, desde a seleção do material utilizado, a escolha das estratégias de ensino, até o favorecimento de um ambiente propício para a discussão e reflexão de todos os alunos. Por tudo isso, refletimos sobre a maneira como esse professor tem sido preparado nos cursos de graduação, para atuar como transformador social, a partir da sala de aula. Desta forma, com o objetivo de discutir alguns dos principais fundamentos teóricos sobre leitura, verificar como esta é trabalhada nas salas de aula e apontar elementos que possam atuar como auxiliares no processo de motivação do professor, esta pesquisa qualitativa valeu-se do recurso da entrevista semiestruturada, destinada aos alunos do ensino fundamental, aos professores em atuação e aos graduandos em Letras. Com este trabalho, foi possível evidenciar que os livros paradidáticos, indicados pelos professores aos alunos do segundo segmento da educação básica, nem sempre são adequados para essa faixa etária; a maneira como esses textos são apresentados e trabalhados, afasta o aluno do prazer pela leitura; os cursos de formação inicial de professores, quando trabalham o ensino da leitura, ainda se prendem, apenas, aos aspectos teóricos desse estudo, sem aplicá-lo ao trabalho na sala de aula, e, por fim, percebemos que as competências, as habilidades e as estratégias são apenas termos que se perdem durante a formação do professor, sem maiores consequências para sua futura atuação em sala de aula.Fundo Mackenzie de Pesquisaapplication/pdfporUniversidade Presbiteriana MackenzieLetrasUPMBRLetrasformação do leitor críticoensino da leituraformação de professorescritical reader developmentreading educationCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA atuação do professor de letras e a formação de leitores críticosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVasconcelos, Maria Lúcia Marcondes Carvalhohttp://lattes.cnpq.br/8867051797313548Bastos, Neusa Maria Oliveira Barbosahttp://lattes.cnpq.br/6767627111553241Bidarra, Clemarahttp://lattes.cnpq.br/8848233761207304http://lattes.cnpq.br/4490997472500947Delorenzi, Liliane Barros Oliveirahttp://tede.mackenzie.br/jspui/retrieve/4304/Liliane%20Barros%20Oliveira%20Delorenzi.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/2110/1/Liliane%20Barros%20Oliveira%20Delorenzi.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/252432020-05-28 15:12:57.22Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
A atuação do professor de letras e a formação de leitores críticos |
title |
A atuação do professor de letras e a formação de leitores críticos |
spellingShingle |
A atuação do professor de letras e a formação de leitores críticos Delorenzi, Liliane Barros Oliveira formação do leitor crítico ensino da leitura formação de professores critical reader development reading education CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A atuação do professor de letras e a formação de leitores críticos |
title_full |
A atuação do professor de letras e a formação de leitores críticos |
title_fullStr |
A atuação do professor de letras e a formação de leitores críticos |
title_full_unstemmed |
A atuação do professor de letras e a formação de leitores críticos |
title_sort |
A atuação do professor de letras e a formação de leitores críticos |
author |
Delorenzi, Liliane Barros Oliveira |
author_facet |
Delorenzi, Liliane Barros Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Maria Lúcia Marcondes Carvalho |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8867051797313548 |
dc.contributor.referee1.fl_str_mv |
Bastos, Neusa Maria Oliveira Barbosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6767627111553241 |
dc.contributor.referee2.fl_str_mv |
Bidarra, Clemara |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8848233761207304 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4490997472500947 |
dc.contributor.author.fl_str_mv |
Delorenzi, Liliane Barros Oliveira |
contributor_str_mv |
Vasconcelos, Maria Lúcia Marcondes Carvalho Bastos, Neusa Maria Oliveira Barbosa Bidarra, Clemara |
dc.subject.por.fl_str_mv |
formação do leitor crítico ensino da leitura formação de professores |
topic |
formação do leitor crítico ensino da leitura formação de professores critical reader development reading education CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
critical reader development reading education |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research arises from our concern about the way textbooks are presented and used in Portuguese language classes in elementary school. We seek to understand why students lose the enjoyment of literature during the basic education and what responsibility different educational institutions, at different degrees, bear in the development of a critical reader. Thus, we focus the prime motivator and mediator of reading in the classroom, the teacher. Recognizing the importance of his intervention in the readers‟s development, including the selection of appropriate material, choice of teaching strategies, and encouragement of discussion and reflection by their students. For this, we analyze how the teacher has been prepared in his graduation course, to act as a social transformer, within the classroom. In order to asses some of the major theoretical foundations of reading, see how reading is taught in the classroom and point out elements that can act as auxiliaries in the process of teacher motivation, our qualitative research used semi-structured questions, asked of elementary school students, teachers in action and language students. With this study, we show that the reading books, given to elementary students are not always appropriate for this age group, and that the way that these material are presented and used, can turn student's way from the enjoyment of reading; teacher graduate courses in reading instruction, only discuss the theoretical aspects of reading instruction, without application in the classroom work. We also observed the skills and strategies taught in graduate instruction are just term lost during the teacher's training, without major consequences for their future performance in the classroom. |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-11-16 2020-05-28T18:12:57Z |
dc.date.issued.fl_str_mv |
2011-02-22 |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:45:16Z 2020-05-28T18:12:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/25243 |
url |
http://dspace.mackenzie.br/handle/10899/25243 |
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 Presbiteriana Mackenzie |
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Letras |
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UPM |
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BR |
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Letras |
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Universidade Presbiteriana Mackenzie |
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