A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO
Ano de defesa: | 2018 |
---|---|
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 Goiás
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
|
Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/8662 |
Resumo: | This research links to the Graduate Program in Teaching in Basic Education of the Teaching and Research Center Applied to the Federal University of Goiás’ Education (PPGEEB/CEPAE/UFG), and integrates the line of research of School Practices and Application of Knowledge in the area of Languages, Codes and their Technologies. It had as a study object the formation of the literary reader in the first year of the Elementary School and was instigated from the following problem: does the teacher, when planning and mediate activities involving literary reading in the literacy process considers the literature as a cultural contribution and the child as a historical and cultural being? The research aimed to check and understand how does the literary reader formation in the first year of the Elementary School happens from the planning and mediation held by the teachers, and, yet to identify through the pedagogic practice, facilitator aspects and limitation aspects to this formation. The theoretical foundation pillars are the conceptions of authors that understands the child as a historical and cultural being, among them are Vygotsky (1988, 1991, 1998, 2003 e 2007) and Bakhtin (2006) regarding the children’s learning and acquisition and functions of the language; Colmer (2007), Zilberman (2007), Rojo (2009) and Soares (2001) in the literacy and literature concepts; Candido (2004) and Todorov (2009) to the literature as a source of humanization analysis; Tardif (2002), Saviani (2009), Freire (2015) and Alarcão (2003) in the discussion of initial and continuous teacher formation. On the data that composes the body of the research, the qualitative research was elected and the methodology are based in the historical materialist dialectic method, that helps us learn the reality of the mediation between the subject and the object that is intended to meet. This study has made final considerations, amidst them that the literature is an intangible asset well, a cultural instrument, and a source of pleasure that meets the subjects’ needs for fantasy and imagination. The practice of literary reading in the first year of the Elementary School, though it is considered essential to the formation of autonomous subjects, still has the characteristics of a traditional teaching, as its use only with didactics intentions. Nonetheless, we can notice that the teachers have had a commitment in the search of innovative practices that surpasses their own formation as readers, to grant significant and pleasant experiences to the children so they can, in fact, become literary readers. |
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Costa, Sônia Santana dahttp://lattes.cnpq.br/0379279344988870Costa, Sônia Santana daOliveira, Ilse Leone Borges Chaves deGabassa, VanessaAraújo, Denise Silvahttp://lattes.cnpq.br/6394098282640302Rodrigues, Lídia Silva2018-07-06T12:26:44Z2018-06-15RODRIGUES, L. S. A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO. 2018. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8662This research links to the Graduate Program in Teaching in Basic Education of the Teaching and Research Center Applied to the Federal University of Goiás’ Education (PPGEEB/CEPAE/UFG), and integrates the line of research of School Practices and Application of Knowledge in the area of Languages, Codes and their Technologies. It had as a study object the formation of the literary reader in the first year of the Elementary School and was instigated from the following problem: does the teacher, when planning and mediate activities involving literary reading in the literacy process considers the literature as a cultural contribution and the child as a historical and cultural being? The research aimed to check and understand how does the literary reader formation in the first year of the Elementary School happens from the planning and mediation held by the teachers, and, yet to identify through the pedagogic practice, facilitator aspects and limitation aspects to this formation. The theoretical foundation pillars are the conceptions of authors that understands the child as a historical and cultural being, among them are Vygotsky (1988, 1991, 1998, 2003 e 2007) and Bakhtin (2006) regarding the children’s learning and acquisition and functions of the language; Colmer (2007), Zilberman (2007), Rojo (2009) and Soares (2001) in the literacy and literature concepts; Candido (2004) and Todorov (2009) to the literature as a source of humanization analysis; Tardif (2002), Saviani (2009), Freire (2015) and Alarcão (2003) in the discussion of initial and continuous teacher formation. On the data that composes the body of the research, the qualitative research was elected and the methodology are based in the historical materialist dialectic method, that helps us learn the reality of the mediation between the subject and the object that is intended to meet. This study has made final considerations, amidst them that the literature is an intangible asset well, a cultural instrument, and a source of pleasure that meets the subjects’ needs for fantasy and imagination. The practice of literary reading in the first year of the Elementary School, though it is considered essential to the formation of autonomous subjects, still has the characteristics of a traditional teaching, as its use only with didactics intentions. Nonetheless, we can notice that the teachers have had a commitment in the search of innovative practices that surpasses their own formation as readers, to grant significant and pleasant experiences to the children so they can, in fact, become literary readers.Essa pesquisa vincula-se ao Programa de Pós Graduação em Ensino na Educação Básica do Centro de Ensino e Pesquisa Aplicada à Educação da Universidade Federal de Goiás (PPGEEB/CEPAE/UFG) e integra a linha de pesquisa Práticas Escolares e Aplicação do Conhecimento na área de Linguagens, Códigos e suas Tecnologias. Teve como objeto de estudo a formação do leitor literário no primeiro ano do Ensino Fundamental e foi instigada a partir da seguinte problemática: o professor, ao planejar e mediar atividades envolvendo a leitura literária no processo de alfabetização e letramento considera a literatura como aporte cultural e a criança como um sujeito histórico cultural? A pesquisa objetivou verificar e compreender como se dá a formação do leitor literário no primeiro ano do Ensino Fundamental a partir do planejamento e mediação realizados pelos professores, e, ainda, identificar, por meio da prática pedagógica, aspectos facilitadores e aspectos limitadores para essa formação. A fundamentação teórica tem como pilares as concepções de autores que compreendem a criança como sujeito histórico cultural, dentre eles estão Vygotsky (1988, 1991, 1998, 2003 e 2007) e Bakhtin (2006) no que diz respeito ao aprendizado da criança e aquisição e funções da linguagem; Colomer (2007), Zilberman (2007), Rojo (2009) e Soares (2001) nos conceitos de alfabetização, letramento e literatura; Candido (2004) e Todorov (2009) para análise da literatura como fonte de humanização; Tardif (2002), Saviani (2009), Freire (2015) e Alarcão (2003) na discussão sobre a formação inicial e continuada do professor. Diante dos dados que compõem o corpus da pesquisa, elegemos a pesquisa qualitativa e a metodologia está pautada no método materialista histórico dialético, que nos auxilia apreender a realidade por meio da mediação entre o sujeito e o objeto que se pretende conhecer. Esse estudo teceu algumas considerações finais, dentre elas a de que a literatura é um bem imaterial, um instrumento cultural e uma fonte de prazer que supre as necessidades dos indivíduos pela fantasia e imaginação. A prática da leitura literária no primeiro ano do Ensino Fundamental, apesar de ser considerada essencial para a formação de sujeitos autônomos, ainda traz características de um ensino tradicional, como o seu uso com finalidades apenas didáticas. Entretanto, pudemos notar que os professores têm tido comprometimento em buscar práticas inovadoras que superem a sua própria formação enquanto leitor, a fim de garantir experiências significativas e prazerosas às crianças para que possam de fato se tornarem leitores literários.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-06T11:48:50Z No. of bitstreams: 2 Dissertação - Lídia Silva Rodrigues - 2018.pdf: 5782320 bytes, checksum: 5b588c3aeb070fdbcc875db6fa3abeca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-06T12:26:43Z (GMT) No. of bitstreams: 2 Dissertação - Lídia Silva Rodrigues - 2018.pdf: 5782320 bytes, checksum: 5b588c3aeb070fdbcc875db6fa3abeca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-07-06T12:26:44Z (GMT). No. of bitstreams: 2 Dissertação - Lídia Silva Rodrigues - 2018.pdf: 5782320 bytes, checksum: 5b588c3aeb070fdbcc875db6fa3abeca (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-15application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsinoFormação do leitorAlfabetização e letramentoLeitura literáriaConcepção histórico culturalTeachingReader formationLiteracyLiterary readingHistorical and cultural conceptionLINGUISTICA, LETRAS E ARTESA formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GOThe formation of literary readers in the cultural historical perspective: readings at a public school in Rio Verde - GOinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6760778910420212860600600600-24819399867991462694828026023044017992reponame:Biblioteca Digital de Teses e Dissertações da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
dc.title.alternative.eng.fl_str_mv |
The formation of literary readers in the cultural historical perspective: readings at a public school in Rio Verde - GO |
title |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
spellingShingle |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO Rodrigues, Lídia Silva Ensino Formação do leitor Alfabetização e letramento Leitura literária Concepção histórico cultural Teaching Reader formation Literacy Literary reading Historical and cultural conception LINGUISTICA, LETRAS E ARTES |
title_short |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
title_full |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
title_fullStr |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
title_full_unstemmed |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
title_sort |
A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO |
author |
Rodrigues, Lídia Silva |
author_facet |
Rodrigues, Lídia Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Costa, Sônia Santana da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0379279344988870 |
dc.contributor.referee1.fl_str_mv |
Costa, Sônia Santana da |
dc.contributor.referee2.fl_str_mv |
Oliveira, Ilse Leone Borges Chaves de |
dc.contributor.referee3.fl_str_mv |
Gabassa, Vanessa |
dc.contributor.referee4.fl_str_mv |
Araújo, Denise Silva |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6394098282640302 |
dc.contributor.author.fl_str_mv |
Rodrigues, Lídia Silva |
contributor_str_mv |
Costa, Sônia Santana da Costa, Sônia Santana da Oliveira, Ilse Leone Borges Chaves de Gabassa, Vanessa Araújo, Denise Silva |
dc.subject.por.fl_str_mv |
Ensino Formação do leitor Alfabetização e letramento Leitura literária Concepção histórico cultural |
topic |
Ensino Formação do leitor Alfabetização e letramento Leitura literária Concepção histórico cultural Teaching Reader formation Literacy Literary reading Historical and cultural conception LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Teaching Reader formation Literacy Literary reading Historical and cultural conception |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
This research links to the Graduate Program in Teaching in Basic Education of the Teaching and Research Center Applied to the Federal University of Goiás’ Education (PPGEEB/CEPAE/UFG), and integrates the line of research of School Practices and Application of Knowledge in the area of Languages, Codes and their Technologies. It had as a study object the formation of the literary reader in the first year of the Elementary School and was instigated from the following problem: does the teacher, when planning and mediate activities involving literary reading in the literacy process considers the literature as a cultural contribution and the child as a historical and cultural being? The research aimed to check and understand how does the literary reader formation in the first year of the Elementary School happens from the planning and mediation held by the teachers, and, yet to identify through the pedagogic practice, facilitator aspects and limitation aspects to this formation. The theoretical foundation pillars are the conceptions of authors that understands the child as a historical and cultural being, among them are Vygotsky (1988, 1991, 1998, 2003 e 2007) and Bakhtin (2006) regarding the children’s learning and acquisition and functions of the language; Colmer (2007), Zilberman (2007), Rojo (2009) and Soares (2001) in the literacy and literature concepts; Candido (2004) and Todorov (2009) to the literature as a source of humanization analysis; Tardif (2002), Saviani (2009), Freire (2015) and Alarcão (2003) in the discussion of initial and continuous teacher formation. On the data that composes the body of the research, the qualitative research was elected and the methodology are based in the historical materialist dialectic method, that helps us learn the reality of the mediation between the subject and the object that is intended to meet. This study has made final considerations, amidst them that the literature is an intangible asset well, a cultural instrument, and a source of pleasure that meets the subjects’ needs for fantasy and imagination. The practice of literary reading in the first year of the Elementary School, though it is considered essential to the formation of autonomous subjects, still has the characteristics of a traditional teaching, as its use only with didactics intentions. Nonetheless, we can notice that the teachers have had a commitment in the search of innovative practices that surpasses their own formation as readers, to grant significant and pleasant experiences to the children so they can, in fact, become literary readers. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-07-06T12:26:44Z |
dc.date.issued.fl_str_mv |
2018-06-15 |
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 |
RODRIGUES, L. S. A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO. 2018. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/8662 |
identifier_str_mv |
RODRIGUES, L. S. A formação de leitores literários na perspectiva histórico cultural: leituras em uma escola pública de Rio Verde - GO. 2018. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2018. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/8662 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-6760778910420212860 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-2481939986799146269 |
dc.relation.cnpq.fl_str_mv |
4828026023044017992 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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Universidade Federal de Goiás (UFG) |
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Biblioteca Digital de Teses e Dissertações da UFG |
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Biblioteca Digital de Teses e Dissertações da UFG |
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Biblioteca Digital de Teses e Dissertações da UFG - Universidade Federal de Goiás (UFG) |
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tesesdissertacoes.bc@ufg.br ||tesesdissertacoes.bc@ufg.br |
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