A formação do leitor competente: um estudo sobre a prática de ensino de professores de 5ª série

• Ano de defesa: 2007
• Autor(a) principal: Coimbra, Geslaine Bezerra
• Orientador(a): Gebran, Raimunda Abou
• Banca de defesa: Souza, Renata Junqueira de , Perez, Maria de Lourdes Zizi Trevizan
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Prática de ensino; Leitura (Ensino de primeiro grau); Educação
• Palavras-chave em Inglês: Student teaching; Reading; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/948

The present study is associated to the Area of Concentration: Pedagogic Práxis and Educacional Environment Management, aiming the competent readers' formation through the teachers' Portuguese Language practice in groups of fifth series. The research developed in 2006, in one of the state schools, in the municipal district of Presidente Venceslau. It is a qualitative research, with the matter study plan, in which two Portuguese Language teachers of the morning and afternoon fifth grades groups took part, identified like teachers X and Y, respectively, and a readapted teacher acting at the library of the school, teacher Z. Besides those educational ones, seventy six students and their relatives took part in the research. For the data collection, took place the following: the analysis of the Manager 2002 Plan, a Political Pedagogic Project of the institution, Plans of the teachers' Teaching, diaries of classes registrations, questionnaires, semi-structured interviews with the teachers, students' activities registrations, observations of the school spaces and observations of the educational practice in classroom. The analysis of the registrations indicated that in spite of the teachers, in their educational practice they use diversified texts, they use reading strategies, they plan their actions and they establish objectives for the accomplished readings, it is necessary to rethink regarding to the refinement of their methodology. The acquired registrations reveal that the educators worry about the reader formation and the students' writer, however, in agreement with the support literature, they should improve their practice. We propose the refinement search through continuous study and the reflection about the strategies use of reading teaching and about the use of the texts in the perspective of textual genders in the classroom. We believe that following this way the educators can contribute, in a more effective way, in the formation of subjects more participants in the society, capable of recognize their social context and interact as agents transformers of their reality, as - really competent readers.