Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual da Paraíba
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
|
Departamento: |
Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.bc.uepb.edu.br/jspui/handle/tede/3773 |
Resumo: | This research deals with a literary education experience developed in a 9th grade class of Elementary School, from the Municipal School Professora Francisca Leite Vitorino, in Boa Vista-PB, from the reading of the stories “Olhos D'água” by Conceição Evaristo and “Felicidade Clandestina” by Clarice Lispector, aiming at the formation of the reader from the perspective of literary literacy. To this end, it was intended to promote reading and writing experiences, through the elaboration and development of a Basic Sequence in the model suggested by Cosson (2018), in order to encourage critical thinking through discussions, conversation circles and reflections in the classroom. Finally, we proposed the creation of Reading Diaries (RD), to streamline the writing process and the critical formation of the reader, in the light of the literary perspective, since this methodological tool favors reflection on the themes conveyed in reading and intertextuality, present in the composition of the textual / literary genre used. Our interest was to carry out a project with practices that would provide the intellectual growth of the target audience: 30 students, aged between 13 and 17 years old. In this context, we insert methodologies, guided by other conceptions of reading such as, for example, act and production of meaning, to make the student a competent and potential reader, aware, able to read, reflect and act critically in society and capable of, in a process of otherness, putting oneself in the place of the other, to reflect on the world, both from the discussions and reflections in the classroom, as well as from the construction of the Reading Diaries. Among the theoretical framework to support the discussions, stand out Brasil (2017), Colomer (2007), Machado (2005), among others. Methodologically, our study is classified as an action research, with a qualitative approach. From the experience of the interventional methodologies, described here, we saw the relevance of bringing texts to the dynamics of student participation and involvement, in the search for interaction and expansion of the discussions that the reading and writing process can provide. Far beyond what we expected, expectations regarding student participation and involvement were met, that is, at each stage, we saw how much they were dedicated and contributed to the classes and the implementation of the suggested activities. In this sense, the results pointed to a representative involvement and self-identification, on the part of the students, through the literary readings they performed in the classroom, taking into account the subjectivity of the notes and the moments of sharing, reflections, dialogues and understandings underlying the texts. |
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Gonçalves, Fabíola Mônica da Silva83610073420http://lattes.cnpq.br/6605154818579119Silva, Marcelo Medeiros da03845725451http://lattes.cnpq.br/8642945745816768Alves, José Hélder Pinheiro11624353304http://lattes.cnpq.br/235290599379616607375373450http://lattes.cnpq.br/2713464803138994Melo, Marília Félix Diniz2021-07-18T17:48:02Z2020-12-10MELO, M. F. D. Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB. 2020. 164 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021.http://tede.bc.uepb.edu.br/jspui/handle/tede/3773This research deals with a literary education experience developed in a 9th grade class of Elementary School, from the Municipal School Professora Francisca Leite Vitorino, in Boa Vista-PB, from the reading of the stories “Olhos D'água” by Conceição Evaristo and “Felicidade Clandestina” by Clarice Lispector, aiming at the formation of the reader from the perspective of literary literacy. To this end, it was intended to promote reading and writing experiences, through the elaboration and development of a Basic Sequence in the model suggested by Cosson (2018), in order to encourage critical thinking through discussions, conversation circles and reflections in the classroom. Finally, we proposed the creation of Reading Diaries (RD), to streamline the writing process and the critical formation of the reader, in the light of the literary perspective, since this methodological tool favors reflection on the themes conveyed in reading and intertextuality, present in the composition of the textual / literary genre used. Our interest was to carry out a project with practices that would provide the intellectual growth of the target audience: 30 students, aged between 13 and 17 years old. In this context, we insert methodologies, guided by other conceptions of reading such as, for example, act and production of meaning, to make the student a competent and potential reader, aware, able to read, reflect and act critically in society and capable of, in a process of otherness, putting oneself in the place of the other, to reflect on the world, both from the discussions and reflections in the classroom, as well as from the construction of the Reading Diaries. Among the theoretical framework to support the discussions, stand out Brasil (2017), Colomer (2007), Machado (2005), among others. Methodologically, our study is classified as an action research, with a qualitative approach. From the experience of the interventional methodologies, described here, we saw the relevance of bringing texts to the dynamics of student participation and involvement, in the search for interaction and expansion of the discussions that the reading and writing process can provide. Far beyond what we expected, expectations regarding student participation and involvement were met, that is, at each stage, we saw how much they were dedicated and contributed to the classes and the implementation of the suggested activities. In this sense, the results pointed to a representative involvement and self-identification, on the part of the students, through the literary readings they performed in the classroom, taking into account the subjectivity of the notes and the moments of sharing, reflections, dialogues and understandings underlying the texts.A presente pesquisa versa sobre uma experiência de leitura literária desenvolvida em uma turma de 9º ano do Ensino Fundamental, da Escola Municipal Professora Francisca Leite Vitorino, em Boa Vista-PB, a partir da leitura dos contos “Olhos d’água” de Conceição Evaristo e “Felicidade Clandestina” de Clarice Lispector, objetivando a formação do leitor na perspectiva do letramento literário. Para isso, pretendeu-se fomentar experiências de leituras e escritas, através da elaboração e do desenvolvimento de uma Sequência Básica no modelo sugerido por Cosson (2018), a fim de incentivar a sensibilidade estética através de discussões, rodas de conversa e reflexões em sala de aula. Por fim, propusemos a criação de Diários de Leituras (DL), para dinamizar o processo de escrita e a formação crítica do leitor, diante da perspectiva literária, uma vez que essa ferramenta metodológica favorece a reflexão sobre as temáticas veiculadas na leitura e a intertextualidade, presentes na composição do gênero textual/literário utilizado. Nosso interesse foi realizar um projeto com práticas que proporcionassem o crescimento intelectual do público alvo: 30 alunos, com faixa etária entre 13 e 17 anos. Nesse contexto, inserimos metodologias, guiadas por concepções outras de leitura como, por exemplo, ato e produção de sentido, para tornar o aluno um leitor competente e em potencial, consciente, apto a ler, refletir e agir criticamente na sociedade e capaz de, num processo de alteridade, colocar-se no lugar do outro, para refletir sobre o mundo, tanto a partir das discussões e reflexões em sala, quanto da construção dos Diários de Leituras. Dentre o referencial teórico de apoio às discussões, destacam-se Brasil (2017), Colomer (2007), Machado (2005), entre outros. Metodologicamente, nosso estudo é classificado como uma pesquisa-ação, de abordagem qualitativa. A partir da vivência das metodologias interventivas, aqui descritas, vimos a relevância de levar textos para a dinâmica de participação e de envolvimento do alunado, na busca pela interação e ampliação das discussões que o processo de leitura e de escrita podem proporcionar. Muito além do que esperávamos, as expectativas em relação à participação e ao envolvimento dos alunos foram alcançadas, quer dizer, a cada etapa, víamos o quanto esses se dedicavam e contribuíam com as aulas e a execução das atividades sugeridas. Nesse sentido, os resultados apontaram para um representativo envolvimento e uma autoidentificação, por parte dos alunos, através das leituras literárias que realizaram em sala, levando em consideração a subjetividade dos apontamentos e os momentos de compartilhamento, reflexões, diálogos e entendimentos subjacentes aos textos.Submitted by Concluintes Mestrado (concluinte.mestrado@setor.uepb.edu.br) on 2021-07-14T00:57:05Z No. of bitstreams: 3 MARÍLIA FÉLIX DINIZ MELO DISSERTAÇÃO.pdf: 8079249 bytes, checksum: cb34036f3de9246a1a740cbf0d49fa6a (MD5) NOVO TERMO.pdf: 109470 bytes, checksum: 91d04dc8c7e46ea05c8274384d4acac8 (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdf: 158226 bytes, checksum: df9fc257a5f9b7188d80944724b48646 (MD5)Approved for entry into archive by Iris Gomes Barreto (irisgbarreto@uepb.edu.br) on 2021-07-14T14:10:52Z (GMT) No. of bitstreams: 3 MARÍLIA FÉLIX DINIZ MELO DISSERTAÇÃO.pdf: 8079249 bytes, checksum: cb34036f3de9246a1a740cbf0d49fa6a (MD5) NOVO TERMO.pdf: 109470 bytes, checksum: 91d04dc8c7e46ea05c8274384d4acac8 (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdf: 158226 bytes, checksum: df9fc257a5f9b7188d80944724b48646 (MD5)Made available in DSpace on 2021-07-18T17:48:02Z (GMT). No. of bitstreams: 3 MARÍLIA FÉLIX DINIZ MELO DISSERTAÇÃO.pdf: 8079249 bytes, checksum: cb34036f3de9246a1a740cbf0d49fa6a (MD5) NOVO TERMO.pdf: 109470 bytes, checksum: 91d04dc8c7e46ea05c8274384d4acac8 (MD5) Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdf: 158226 bytes, checksum: df9fc257a5f9b7188d80944724b48646 (MD5) Previous issue date: 2020-12-10CAPESapplication/pdfporUniversidade Estadual da ParaíbaPrograma de Pós-Graduação Profissional em Formação de Professores - PPGPFPUEPBBrasilPró-Reitoria de Pós-Graduação e Pesquisa - PRPGPLetramento literárioFormação leitoraContosDiário de leiturasEDUCACAO::ENSINO-APRENDIZAGEMVivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PBReader training experiences with 9th grade studentes at the Francisca Leite Vitorino School in Boa Vista – PBinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis5620692928460873310600600600524871450381110278-4452917836576020174info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPBinstname:Universidade Estadual da Paraíba (UEPB)instacron:UEPBORIGINALMARÍLIA FÉLIX DINIZ MELO DISSERTAÇÃO.pdfMARÍLIA FÉLIX DINIZ MELO DISSERTAÇÃO.pdfapplication/pdf8079249http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3773/2/MAR%C3%8DLIA+F%C3%89LIX+DINIZ+MELO+DISSERTA%C3%87%C3%83O.pdfcb34036f3de9246a1a740cbf0d49fa6aMD52NOVO TERMO.pdfNOVO TERMO.pdfapplication/pdf109470http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3773/3/NOVO+TERMO.pdf91d04dc8c7e46ea05c8274384d4acac8MD53Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdfTermo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdfapplication/pdf158226http://tede.bc.uepb.edu.br/jspui/bitstream/tede/3773/4/Termo-de-confirmacao-e-cadastramento-para-publicacao-de-TDE-da-BDTD_MARILIA.pdfdf9fc257a5f9b7188d80944724b48646MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
dc.title.alternative.eng.fl_str_mv |
Reader training experiences with 9th grade studentes at the Francisca Leite Vitorino School in Boa Vista – PB |
title |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
spellingShingle |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB Melo, Marília Félix Diniz Letramento literário Formação leitora Contos Diário de leituras EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
title_full |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
title_fullStr |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
title_full_unstemmed |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
title_sort |
Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB |
author |
Melo, Marília Félix Diniz |
author_facet |
Melo, Marília Félix Diniz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gonçalves, Fabíola Mônica da Silva |
dc.contributor.advisor1ID.fl_str_mv |
83610073420 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6605154818579119 |
dc.contributor.referee1.fl_str_mv |
Silva, Marcelo Medeiros da |
dc.contributor.referee1ID.fl_str_mv |
03845725451 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8642945745816768 |
dc.contributor.referee2.fl_str_mv |
Alves, José Hélder Pinheiro |
dc.contributor.referee2ID.fl_str_mv |
11624353304 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2352905993796166 |
dc.contributor.authorID.fl_str_mv |
07375373450 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2713464803138994 |
dc.contributor.author.fl_str_mv |
Melo, Marília Félix Diniz |
contributor_str_mv |
Gonçalves, Fabíola Mônica da Silva Silva, Marcelo Medeiros da Alves, José Hélder Pinheiro |
dc.subject.por.fl_str_mv |
Letramento literário Formação leitora Contos Diário de leituras |
topic |
Letramento literário Formação leitora Contos Diário de leituras EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This research deals with a literary education experience developed in a 9th grade class of Elementary School, from the Municipal School Professora Francisca Leite Vitorino, in Boa Vista-PB, from the reading of the stories “Olhos D'água” by Conceição Evaristo and “Felicidade Clandestina” by Clarice Lispector, aiming at the formation of the reader from the perspective of literary literacy. To this end, it was intended to promote reading and writing experiences, through the elaboration and development of a Basic Sequence in the model suggested by Cosson (2018), in order to encourage critical thinking through discussions, conversation circles and reflections in the classroom. Finally, we proposed the creation of Reading Diaries (RD), to streamline the writing process and the critical formation of the reader, in the light of the literary perspective, since this methodological tool favors reflection on the themes conveyed in reading and intertextuality, present in the composition of the textual / literary genre used. Our interest was to carry out a project with practices that would provide the intellectual growth of the target audience: 30 students, aged between 13 and 17 years old. In this context, we insert methodologies, guided by other conceptions of reading such as, for example, act and production of meaning, to make the student a competent and potential reader, aware, able to read, reflect and act critically in society and capable of, in a process of otherness, putting oneself in the place of the other, to reflect on the world, both from the discussions and reflections in the classroom, as well as from the construction of the Reading Diaries. Among the theoretical framework to support the discussions, stand out Brasil (2017), Colomer (2007), Machado (2005), among others. Methodologically, our study is classified as an action research, with a qualitative approach. From the experience of the interventional methodologies, described here, we saw the relevance of bringing texts to the dynamics of student participation and involvement, in the search for interaction and expansion of the discussions that the reading and writing process can provide. Far beyond what we expected, expectations regarding student participation and involvement were met, that is, at each stage, we saw how much they were dedicated and contributed to the classes and the implementation of the suggested activities. In this sense, the results pointed to a representative involvement and self-identification, on the part of the students, through the literary readings they performed in the classroom, taking into account the subjectivity of the notes and the moments of sharing, reflections, dialogues and understandings underlying the texts. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-10 |
dc.date.accessioned.fl_str_mv |
2021-07-18T17:48:02Z |
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.citation.fl_str_mv |
MELO, M. F. D. Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB. 2020. 164 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021. |
dc.identifier.uri.fl_str_mv |
http://tede.bc.uepb.edu.br/jspui/handle/tede/3773 |
identifier_str_mv |
MELO, M. F. D. Vivências de formação leitora com alunos do 9º ano na Escola Francisca Leite Vitorino em Boa Vista - PB. 2020. 164 f. Dissertação (Mestrado Profissional em Formação de Professores) - Universidade Estadual da Paraíba, Campina Grande, 2021. |
url |
http://tede.bc.uepb.edu.br/jspui/handle/tede/3773 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
5620692928460873310 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
524871450381110278 |
dc.relation.cnpq.fl_str_mv |
-4452917836576020174 |
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 Estadual da Paraíba |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP |
dc.publisher.initials.fl_str_mv |
UEPB |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP |
publisher.none.fl_str_mv |
Universidade Estadual da Paraíba |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UEPB instname:Universidade Estadual da Paraíba (UEPB) instacron:UEPB |
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Universidade Estadual da Paraíba (UEPB) |
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UEPB |
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UEPB |
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Biblioteca Digital de Teses e Dissertações da UEPB |
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Biblioteca Digital de Teses e Dissertações da UEPB |
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Biblioteca Digital de Teses e Dissertações da UEPB - Universidade Estadual da Paraíba (UEPB) |
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bc@uepb.edu.br|| |
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