Tereré: uma leitura de muitas vozes
Ano de defesa: | 2021 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Língua Portuguesa
|
Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.pucsp.br/jspui/handle/handle/24388 |
Resumo: | This thesis aims to present an intervention that is based on a way of reading focused on the possibility of mobilization and on the somatic involvement of the reader in the world of things - learners between 5-12 years old, from Praia do Forte district, north coast of the State from Bahia - as well as investigating how this process is exposed to contribute to the reading proficiency of these readers. It is based on a hybrid dimension of consciousness - subject to the temporal flow, but open to spatial possibilities - that triggers in the reader the living experience of reading, which is not reduced to the production of meaning, but is converted into reflection. It is speculated, therefore, that the living experience resists interpretation and provides a fleeting cosmological place to the reader - which is understood by many voices - and allows the affective experience of multiple possibilities through the interaction between practices and representations. For this clarification, the idea of the aspects of reading representation from Classical Antiquity to Modernity is developed, looking for evidence of the various coercions (social, historical, ideological) to ground in the subsequent discussion of the theme. It takes place in the dialogue of representations according to Schopenhauer and Spinoza (matrixes), in the studies on reading by Chartier and Dehaene on the act of reading (mentalities) and in the understanding of practical activities such as “world readings”, by educator Paulo Freire (processes). Philosophical debate that applies to reading, encompassed both cultural theory (Vygotsky) and cultural history, as well as discourse analysis (Foucault) for a reflection on the representations that subjects share of what it means to be a reader. The methodology used, action research, has agreed with subjects and researcher interconnecting the theme - representations of reading practices - the essence of how an intervention can encompass new elements. Constituents that, collectively, provided a character of word-gesture, word-idea and plastic-word to reading, interpenetrating the external reality of the community and the affections of readers. Experiences lived that circumscribed the representation-affect mode of reading and choreographed a bioconstruction of collective participation. Practices in accordance with the ecological concern, present from conception to occupation, which in an efficient, effective and satisfactory way, enabled learners, for example, reading proficiency and competence in the experiment of bioconstructing a space made from pet bottles |
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Siqueira, João Hilton Sayeg dehttp://lattes.cnpq.br/5507163418751483http://lattes.cnpq.br/5240027797222386Pedrosa, Nilma Alves2022-02-02T18:54:35Z2022-02-02T18:54:35Z2021-03-04Pedrosa, Nilma Alves. Tereré: uma leitura de muitas vozes. 2021. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021.https://repositorio.pucsp.br/jspui/handle/handle/24388This thesis aims to present an intervention that is based on a way of reading focused on the possibility of mobilization and on the somatic involvement of the reader in the world of things - learners between 5-12 years old, from Praia do Forte district, north coast of the State from Bahia - as well as investigating how this process is exposed to contribute to the reading proficiency of these readers. It is based on a hybrid dimension of consciousness - subject to the temporal flow, but open to spatial possibilities - that triggers in the reader the living experience of reading, which is not reduced to the production of meaning, but is converted into reflection. It is speculated, therefore, that the living experience resists interpretation and provides a fleeting cosmological place to the reader - which is understood by many voices - and allows the affective experience of multiple possibilities through the interaction between practices and representations. For this clarification, the idea of the aspects of reading representation from Classical Antiquity to Modernity is developed, looking for evidence of the various coercions (social, historical, ideological) to ground in the subsequent discussion of the theme. It takes place in the dialogue of representations according to Schopenhauer and Spinoza (matrixes), in the studies on reading by Chartier and Dehaene on the act of reading (mentalities) and in the understanding of practical activities such as “world readings”, by educator Paulo Freire (processes). Philosophical debate that applies to reading, encompassed both cultural theory (Vygotsky) and cultural history, as well as discourse analysis (Foucault) for a reflection on the representations that subjects share of what it means to be a reader. The methodology used, action research, has agreed with subjects and researcher interconnecting the theme - representations of reading practices - the essence of how an intervention can encompass new elements. Constituents that, collectively, provided a character of word-gesture, word-idea and plastic-word to reading, interpenetrating the external reality of the community and the affections of readers. Experiences lived that circumscribed the representation-affect mode of reading and choreographed a bioconstruction of collective participation. Practices in accordance with the ecological concern, present from conception to occupation, which in an efficient, effective and satisfactory way, enabled learners, for example, reading proficiency and competence in the experiment of bioconstructing a space made from pet bottlesNesta tese objetiva-se apresentar uma intervenção que tem como base um modo de ler concentrado na possibilidade de mobilização e no envolvimento somático do leitor no mundo das coisas – aprendentes entre 5-12 anos, do distrito de Praia do Forte, litoral norte do Estado da Bahia – bem como investigar como esse processo expõe-se a contribuir na proficiência leitora destes leitores. Funda-se por via de uma dimensão híbrida de consciência – sujeita ao fluxo temporal, mas aberta a possibilidades espaciais – que disparada no leitor a experiência viva da leitura, a qual não se reduza à produção de sentido, mas sim, se converte em reflexão. Especula-se, portanto, que a experiência viva resiste à interpretação e proporciona de forma fugaz um lugar cosmológico ao leitor – o que se entende por muitas vozes – e permite a vivência afetiva de possibilidades múltiplas por meio da interação entre práticas e representações. Desenvolve-se, para tal aclaramento, a ideia dos aspectos de representação leitora desde a Antiguidade Clássica até a Modernidade, procurando indícios das variadas coerções (sociais, históricas, ideológicas) para fundear na discussão subsequente do tema. Aporta-se no diálogo de representações segundo Schopenhauer e Spinoza (matrizes), nos estudos sobre leitura de Chartier e Dehaene sobre o ato de ler (mentalidades) e na compreensão das atividades práticas como “leituras de mundo”, do educador Paulo Freire (processos). Debate filosófico que aplicável à leitura, abarcou tanto a teoria cultural (Vygotsky) e a história cultural, como a análise do discurso (Foucault) para uma reflexão sobre as representações que os sujeitos compartilham do que é ser leitor. A metodologia empregada, pesquisa-ação, lançou anuência entre sujeitos e pesquisadora interligando o tema – representações de práticas leitoras – a essência de como uma intervenção pode abarcar novoselementos. Constituintes que, por via coletiva, forneceram um caráter de palavra-gesto, palavra-ideia e palavra-plástica à leitura, interpenetrando a realidade externa da comunidade e os afetos dos leitores. Experiências vivenciadas que circunscreveram o modo de representação-afeto de leitura e coreografaram uma bioconstrução de participação coletiva. Práticas em conformidade com a preocupação ecológica, presente desde a concepção até a ocupação, que de forma eficiente, eficaz e satisfatória, possibilitaram aos aprendentes, por exemplo, proficiência leitora e competência no experimento da bioconstrução de um espaço feito de garrafas petsCoordenação de Aperfeiçoamento de Pessoal de Nível Superior – CAPESporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Língua PortuguesaPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESARepresentaçõesLeituraCrianças - Livros e leituraRepresentationsReadingChildren - Books and readingTereré: uma leitura de muitas vozesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALNilma Alves Pedrosa.pdfapplication/pdf6061257https://repositorio.pucsp.br/xmlui/bitstream/handle/24388/1/Nilma%20Alves%20Pedrosa.pdf037aafaf83f4a7862498ae2d38fbf089MD51TEXTNilma Alves Pedrosa.pdf.txtNilma Alves Pedrosa.pdf.txtExtracted texttext/plain582267https://repositorio.pucsp.br/xmlui/bitstream/handle/24388/2/Nilma%20Alves%20Pedrosa.pdf.txt04a41f95d341dce9093036788cad4426MD52THUMBNAILNilma Alves Pedrosa.pdf.jpgNilma Alves Pedrosa.pdf.jpgGenerated Thumbnailimage/jpeg1249https://repositorio.pucsp.br/xmlui/bitstream/handle/24388/3/Nilma%20Alves%20Pedrosa.pdf.jpg9a99171526d6c51a66b8340d939058b4MD53handle/243882022-02-04 08:12:06.394oai:repositorio.pucsp.br:handle/24388Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-02-04T11:12:06Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
Tereré: uma leitura de muitas vozes |
title |
Tereré: uma leitura de muitas vozes |
spellingShingle |
Tereré: uma leitura de muitas vozes Pedrosa, Nilma Alves CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Representações Leitura Crianças - Livros e leitura Representations Reading Children - Books and reading |
title_short |
Tereré: uma leitura de muitas vozes |
title_full |
Tereré: uma leitura de muitas vozes |
title_fullStr |
Tereré: uma leitura de muitas vozes |
title_full_unstemmed |
Tereré: uma leitura de muitas vozes |
title_sort |
Tereré: uma leitura de muitas vozes |
author |
Pedrosa, Nilma Alves |
author_facet |
Pedrosa, Nilma Alves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Siqueira, João Hilton Sayeg de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5507163418751483 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5240027797222386 |
dc.contributor.author.fl_str_mv |
Pedrosa, Nilma Alves |
contributor_str_mv |
Siqueira, João Hilton Sayeg de |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
topic |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Representações Leitura Crianças - Livros e leitura Representations Reading Children - Books and reading |
dc.subject.por.fl_str_mv |
Representações Leitura Crianças - Livros e leitura |
dc.subject.eng.fl_str_mv |
Representations Reading Children - Books and reading |
description |
This thesis aims to present an intervention that is based on a way of reading focused on the possibility of mobilization and on the somatic involvement of the reader in the world of things - learners between 5-12 years old, from Praia do Forte district, north coast of the State from Bahia - as well as investigating how this process is exposed to contribute to the reading proficiency of these readers. It is based on a hybrid dimension of consciousness - subject to the temporal flow, but open to spatial possibilities - that triggers in the reader the living experience of reading, which is not reduced to the production of meaning, but is converted into reflection. It is speculated, therefore, that the living experience resists interpretation and provides a fleeting cosmological place to the reader - which is understood by many voices - and allows the affective experience of multiple possibilities through the interaction between practices and representations. For this clarification, the idea of the aspects of reading representation from Classical Antiquity to Modernity is developed, looking for evidence of the various coercions (social, historical, ideological) to ground in the subsequent discussion of the theme. It takes place in the dialogue of representations according to Schopenhauer and Spinoza (matrixes), in the studies on reading by Chartier and Dehaene on the act of reading (mentalities) and in the understanding of practical activities such as “world readings”, by educator Paulo Freire (processes). Philosophical debate that applies to reading, encompassed both cultural theory (Vygotsky) and cultural history, as well as discourse analysis (Foucault) for a reflection on the representations that subjects share of what it means to be a reader. The methodology used, action research, has agreed with subjects and researcher interconnecting the theme - representations of reading practices - the essence of how an intervention can encompass new elements. Constituents that, collectively, provided a character of word-gesture, word-idea and plastic-word to reading, interpenetrating the external reality of the community and the affections of readers. Experiences lived that circumscribed the representation-affect mode of reading and choreographed a bioconstruction of collective participation. Practices in accordance with the ecological concern, present from conception to occupation, which in an efficient, effective and satisfactory way, enabled learners, for example, reading proficiency and competence in the experiment of bioconstructing a space made from pet bottles |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-03-04 |
dc.date.accessioned.fl_str_mv |
2022-02-02T18:54:35Z |
dc.date.available.fl_str_mv |
2022-02-02T18:54:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Pedrosa, Nilma Alves. Tereré: uma leitura de muitas vozes. 2021. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/24388 |
identifier_str_mv |
Pedrosa, Nilma Alves. Tereré: uma leitura de muitas vozes. 2021. Tese (Doutorado em Língua Portuguesa) - Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo, São Paulo, 2021. |
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https://repositorio.pucsp.br/jspui/handle/handle/24388 |
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openAccess |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Língua Portuguesa |
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PUC-SP |
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Brasil |
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Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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