A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.
Ano de defesa: | 2007 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/2428 |
Resumo: | In the exercise of the teaching, teachers of the Final Series of the Fundamental Teaching have come across a significant amount of students that doesn't present necessary basic reading abilities for the learning of specific contents of the several disciplines. In that perspective, we brought up the following research question which guided the present work: How do the teachers of several disciplines of the Fundamental Teaching final series conceive the reading and its teaching? To answer to that questioning we figured out as general objective, to understand the reading conceptions that permeate the teacher's pedagogic practice of the several disciplines of the Fundamental Teaching final series. The theoretical referential is ruled in the studies of Imbernón, Pacheco and Flores, Nóvoa and Mizukami, which have been pointing important contributions for the debate and construction of knowledge on the educational formation and the teacher's professional development and also in the studies of Chartier, Kleiman, Silva, Solé, which conceive the reading as a continuous process, complex and plural, supplying important contributions for its discussion in the education field. The methodological procedures were orientated by the principles of the qualitative research in education, especially the valorization of the teachers' voice, trying to understand their conceptions, their knowledge and faiths as basis of their work with the teaching. As data collection instruments were used the semi-structured interview and the analysis of written materials (course plans, class script and written activities). Five experienced teachers of the disciplines Sciences, Geography, History, Mathematics and Portuguese took part in the research. They teach from 5th to 8th series of the Fundamental Teaching at a school located in the rural area of the municipal district of Feira de Santana, Bahia. The collected data were contained into five analysis dimensions, that is, reading definition, school and reading relationship, reading and specific content relationship, the student's relationship with the reading and the teaching process and reading learning in different disciplines. As result, is possible to stand out that the teachers present in the most conceptual dimensions, a wide, continuous and dynamic conception about the reading. In the dimensions that involve the student and the classroom, a certain distance is verified between what they speak and what the theory proposes. However, it is noticed in the practices reported by the teachers, indications of a search movement for innovation of the daily practices. They recognize the need of the group work involving the whole school around the learning of the reading. We stand out the continuous formation that happens in the exercise of the teaching and in the group work in the school, as a possibility for the teacher to build strategies that contribute with the student's development in what refers to a competent reader's abilities. |
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Silva, Maria Vitoria daOliveira, Rosa Maria Moraes Anunciato dehttp://lattes.cnpq.br/3064136997342775http://lattes.cnpq.br/94486554522649692016-06-02T19:38:51Z2007-11-202016-06-02T19:38:51Z2007-08-31SILVA, Maria Vitoria da. A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.. 2007. 167 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007.https://repositorio.ufscar.br/handle/ufscar/2428In the exercise of the teaching, teachers of the Final Series of the Fundamental Teaching have come across a significant amount of students that doesn't present necessary basic reading abilities for the learning of specific contents of the several disciplines. In that perspective, we brought up the following research question which guided the present work: How do the teachers of several disciplines of the Fundamental Teaching final series conceive the reading and its teaching? To answer to that questioning we figured out as general objective, to understand the reading conceptions that permeate the teacher's pedagogic practice of the several disciplines of the Fundamental Teaching final series. The theoretical referential is ruled in the studies of Imbernón, Pacheco and Flores, Nóvoa and Mizukami, which have been pointing important contributions for the debate and construction of knowledge on the educational formation and the teacher's professional development and also in the studies of Chartier, Kleiman, Silva, Solé, which conceive the reading as a continuous process, complex and plural, supplying important contributions for its discussion in the education field. The methodological procedures were orientated by the principles of the qualitative research in education, especially the valorization of the teachers' voice, trying to understand their conceptions, their knowledge and faiths as basis of their work with the teaching. As data collection instruments were used the semi-structured interview and the analysis of written materials (course plans, class script and written activities). Five experienced teachers of the disciplines Sciences, Geography, History, Mathematics and Portuguese took part in the research. They teach from 5th to 8th series of the Fundamental Teaching at a school located in the rural area of the municipal district of Feira de Santana, Bahia. The collected data were contained into five analysis dimensions, that is, reading definition, school and reading relationship, reading and specific content relationship, the student's relationship with the reading and the teaching process and reading learning in different disciplines. As result, is possible to stand out that the teachers present in the most conceptual dimensions, a wide, continuous and dynamic conception about the reading. In the dimensions that involve the student and the classroom, a certain distance is verified between what they speak and what the theory proposes. However, it is noticed in the practices reported by the teachers, indications of a search movement for innovation of the daily practices. They recognize the need of the group work involving the whole school around the learning of the reading. We stand out the continuous formation that happens in the exercise of the teaching and in the group work in the school, as a possibility for the teacher to build strategies that contribute with the student's development in what refers to a competent reader's abilities.No exercício da docência, professores das Séries Finais do Ensino Fundamental têm se deparado com um número significativo de alunos que não apresenta habilidades básicas de leitura necessárias para a aprendizagem dos conteúdos específicos das diversas disciplinas. Nessa perspectiva, levantamos a seguinte questão de pesquisa que direcionou o presente trabalho: Como os professores das diversas disciplinas das séries finais do Ensino Fundamental concebem a leitura e o seu ensino? Para responder a esse questionamento traçamos como objetivo geral compreender as concepções de leitura que permeiam a prática pedagógica do professor das diversas disciplinas das séries finais do Ensino Fundamental. O referencial teórico se pauta nos estudos de Imbernón, Pacheco e Flores, Nóvoa, Mizukami, entre outros, os quais têm apontado importantes contribuições para o debate e construção de conhecimentos sobre a formação docente e o desenvolvimento profissional do professor e nos e nos estudos de Chartier, Kleiman, Silva, Solé, etc., que concebem a leitura como um processo contínuo, complexo e plural, fornecendo importantes aportes para a sua discussão no campo da educação. Os procedimentos metodológicos foram norteados pelos princípios da pesquisa qualitativa em educação, especialmente, a valorização da voz dos professores, procurando compreender suas concepções, seus conhecimentos e crenças como base do seu trabalho com o ensino. Foram utilizados como instrumentos para a coleta dos dados a entrevista semi-estruturada e a análise de materiais escritos (planos de curso, roteiros de aula e atividades escritas). Participaram da pesquisa cinco professores experientes das disciplinas: Ciências, Geografia, História, Matemática e Português que ensinam em uma escola de 5ª a 8ª série do Ensino Fundamental localizada na zona rural do município de Feira de Santana- BA. Os dados coletados foram agrupados em cinco dimensões de análise, a saber: definição de leitura, relação escola e leitura, relação leitura e conteúdo específico, relação do aluno com a leitura e o processo de ensino e aprendizagem de leitura em diferentes disciplinas. Como resultado, é possível destacar que os professores apresentam, nas dimensões mais conceituais, uma concepção ampla, contínua e dinâmica sobre a leitura. Nas dimensões que envolvem o aluno e a sala de aula, verifica-se uma certa distância entre o que eles falam e o que a teoria propõe. Entretanto, percebe-se nas práticas relatadas pelos professores indícios de um movimento de busca, de inovação das práticas cotidianas. Reconhecem a necessidade do trabalho em grupo, envolvendo toda a escola, em torno da aprendizagem da leitura. Destacamos a formação contínua, que acontece no exercício da docência e no trabalho em grupo na escola, como uma possibilidade para o professor construir estratégias que contribuam com o desenvolvimento do aluno no que se refere às habilidades de leitor competente.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBREducaçãoProfessores - formaçãoProcesso ensino - aprendizagemEnsino fundamentalLeitura na escolaPráticas de leituraReadingTeacher Education and Final Series of the Fundamental TeachingCIENCIAS HUMANAS::EDUCACAOA leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissMVS.pdfapplication/pdf1109586https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2428/1/DissMVS.pdfe504e5d044d5ccaaf2af4b544f82d89eMD51THUMBNAILDissMVS.pdf.jpgDissMVS.pdf.jpgIM Thumbnailimage/jpeg6967https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/2428/2/DissMVS.pdf.jpg8bf44bef5e540531c8b9b4fb5f101ca6MD52ufscar/24282019-09-11 02:14:03.752oai:repositorio.ufscar.br:ufscar/2428Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-05-25T12:45:54.534072Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
title |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
spellingShingle |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. Silva, Maria Vitoria da Educação Professores - formação Processo ensino - aprendizagem Ensino fundamental Leitura na escola Práticas de leitura Reading Teacher Education and Final Series of the Fundamental Teaching CIENCIAS HUMANAS::EDUCACAO |
title_short |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
title_full |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
title_fullStr |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
title_full_unstemmed |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
title_sort |
A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental. |
author |
Silva, Maria Vitoria da |
author_facet |
Silva, Maria Vitoria da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9448655452264969 |
dc.contributor.author.fl_str_mv |
Silva, Maria Vitoria da |
dc.contributor.advisor1.fl_str_mv |
Oliveira, Rosa Maria Moraes Anunciato de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3064136997342775 |
contributor_str_mv |
Oliveira, Rosa Maria Moraes Anunciato de |
dc.subject.por.fl_str_mv |
Educação Professores - formação Processo ensino - aprendizagem Ensino fundamental Leitura na escola Práticas de leitura |
topic |
Educação Professores - formação Processo ensino - aprendizagem Ensino fundamental Leitura na escola Práticas de leitura Reading Teacher Education and Final Series of the Fundamental Teaching CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Reading Teacher Education and Final Series of the Fundamental Teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
In the exercise of the teaching, teachers of the Final Series of the Fundamental Teaching have come across a significant amount of students that doesn't present necessary basic reading abilities for the learning of specific contents of the several disciplines. In that perspective, we brought up the following research question which guided the present work: How do the teachers of several disciplines of the Fundamental Teaching final series conceive the reading and its teaching? To answer to that questioning we figured out as general objective, to understand the reading conceptions that permeate the teacher's pedagogic practice of the several disciplines of the Fundamental Teaching final series. The theoretical referential is ruled in the studies of Imbernón, Pacheco and Flores, Nóvoa and Mizukami, which have been pointing important contributions for the debate and construction of knowledge on the educational formation and the teacher's professional development and also in the studies of Chartier, Kleiman, Silva, Solé, which conceive the reading as a continuous process, complex and plural, supplying important contributions for its discussion in the education field. The methodological procedures were orientated by the principles of the qualitative research in education, especially the valorization of the teachers' voice, trying to understand their conceptions, their knowledge and faiths as basis of their work with the teaching. As data collection instruments were used the semi-structured interview and the analysis of written materials (course plans, class script and written activities). Five experienced teachers of the disciplines Sciences, Geography, History, Mathematics and Portuguese took part in the research. They teach from 5th to 8th series of the Fundamental Teaching at a school located in the rural area of the municipal district of Feira de Santana, Bahia. The collected data were contained into five analysis dimensions, that is, reading definition, school and reading relationship, reading and specific content relationship, the student's relationship with the reading and the teaching process and reading learning in different disciplines. As result, is possible to stand out that the teachers present in the most conceptual dimensions, a wide, continuous and dynamic conception about the reading. In the dimensions that involve the student and the classroom, a certain distance is verified between what they speak and what the theory proposes. However, it is noticed in the practices reported by the teachers, indications of a search movement for innovation of the daily practices. They recognize the need of the group work involving the whole school around the learning of the reading. We stand out the continuous formation that happens in the exercise of the teaching and in the group work in the school, as a possibility for the teacher to build strategies that contribute with the student's development in what refers to a competent reader's abilities. |
publishDate |
2007 |
dc.date.available.fl_str_mv |
2007-11-20 2016-06-02T19:38:51Z |
dc.date.issued.fl_str_mv |
2007-08-31 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:38:51Z |
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 |
SILVA, Maria Vitoria da. A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.. 2007. 167 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2428 |
identifier_str_mv |
SILVA, Maria Vitoria da. A leitura na escola : concepções de professores de diferentes disciplinas das séries finais do Ensino Fundamental.. 2007. 167 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2007. |
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https://repositorio.ufscar.br/handle/ufscar/2428 |
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