Sala de leitura: olhares de professoras da rede municipal de S??o Paulo

• Ano de defesa: 2017
• Autor(a) principal: Tarzia, Shirlei Aparecida Alves
• Orientador(a): Teixeira, Rosiley Aparecida
• Banca de defesa: Teixeira, Rosiley Aparecida, Spigolon, Nima Imaculada, Baptista, Ana Maria Haddad, Todaro, M??nica de ??vila, Bioto-Cavalcanti, Patr??cia Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: sala de leitura; professor orientador da sala de leitura; pr??ticas de leitura liter??ria; rede municipal de ensino de S??o Paulo
• Palavras-chave em Inglês: reading room; teacher of the reading room; literary reading practices; municipal education network of S??o Paulo
• Palavras-chave em Espanhol: sitio de lectura; asesor maestro en la sala de lectura; pr??cticas de lectura literarias; ciudad de Sao Paulo ense??anza
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1672

The objective of this research is to analyze the Reading Room in four schools of the municipal teaching network of S??o Paulo from the looks of the Teaching Guidance of the respective rooms. The methodology is qualitative and the procedures for data collection were individual interviews with the teachers of the Reading Rooms, held from November 2015 to February 2016, and document analysis. It seeks to understand how, from their looks, the Reading Room Teaching Professors (POSLs) construct conditions for the literature to talk with the educational community.What an understanding of the teachers of the Reading Rooms has about the place of SL in the school context, as regards the work of mediating literary reading, both with students and with the school community in general.What a look these teachers have from and to SL.The research indicates that the teachers consider that the work developed in the Reading Room plays a fundamental role in the articulation between the different spaces of the school.Therefore, professionals who work in SL need to use various strategies to talk with the subjects that circulate in these spaces, understanding that literary reading, due to its humanizing dimension, allows the approach of the school community in order to think about teaching-learning In a broader way, besides the contents, beyond the walls of the school, that is, literary reading beyond fruition, or, pretext for producing text, as a possibility to awaken in each one the desire to "be more."