Práticas de leitura em turmas de quarta série do ensino fundamental em escolas da Prefeitura Municipal da Serra-ES

• Ano de defesa: 2013
• Autor(a) principal: De Nadai, Gisele Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Reading; Reading practices; Elementary School - Serra (ES); IDEB; Roger Chartier; Índice de Desenvolvimento da Educação Básica (Brasil); Práticas de leitura; Chartier, Roger, 1945-; Ensino fundamental - Serra (ES); Leitura; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2353

This work includes studies of the research Education and Languages of the Graduate Program of the Federal University of Espírito Santo. Aimed to analyze reading practices in classes of fourth grade / fifth year of Elementary Education System Municipal Public Teaching Serra, this issue that had close relationship with concerns arising from professional practice and personal researcher. Based on the theoretical assumptions of Roger Chartier and the conceptual notions of ownership, representation and practices, sought to identify conceptions of reading, ways of reading, purpose, time, space and supports reading that shape reading practices in schools. For this, the option adopted methodological case study of a comparative feature since experienced the daily classroom classes inserted into performing schools IDEB differentiated and used the feature of participant observation in the classroom as the main collection strategy data. Also made use of interviews with those involved in research (students, school staff, parents) as well as analysis of documents and photographs to constitute the corpus of research. Data analyzes were organized from reading modalities more present in schools (silent reading and reading aloud) in order to highlight appropriations, representations and practices inherent in these modes of reading in school. It proves that reading practices in schools, independent of the differentiated IDEB performances, are similar , marked by the school didatism and that the type of evaluation used to grade children‟s performance at schools are not able to notice the intervenients which interfere in this process.