Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe
Ano de defesa: | 2020 |
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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: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Educação
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Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/jspui/handle/riufs/18718 |
Resumo: | This research has as general objective to analyze the reading practices intheinitialformation process of Physics teachers, of the Federal Institute of Education, ScienceandTechnology of Sergipe (IFS), Campus Lagarto, with a view to the identificationof theinterrelationships between the profile licensee reader and reader training. It was assumedthat reading is a process of understanding the world that involves essential andsingularcharacteristics of individuals, configuring itself as a potentializing element for the trainingofreaders in undergraduate courses. It was noticed that the spaces of initial teacher training,regardless of the area, are crucial to promote learning with meanings and senses, as well asthe appropriation of disciplinary and curricular knowledge and knowledge, reinforcing,among them, reading and its practices. It was a theoretical-empirical investigation, ofaqualitative nature, which is supported by the movement of thesis-antithesis-synthesisofthedialectic. The subjects were students enrolled in the 2019.2 academic period, in thesubjectsof the Pedagogical Axis of the Physics Degree Course at IFS, who had their admissionthrough the Unified Selection System (SISU), and participated in the Project 'ReflectiveAcademic Literacy: working speech, reading and writing in the student's language'.Collaborated as referents for the discussions Koch and Elias (2008), Kleiman (1989; 2001),Cagliari (2003), data from the magazine Retratos da Leitura no Brasil (2003; 2008; 2012;2016), Silva and Silva (2016), Vasconcellos (2011), André (2001), Anastasiou(2005),Konder (2008), Barros and Gasparin (2012), Lakatos and Marconi (2011), ProdanovandFreitas (2013), Vergara (2013), Ludwuig (2014) , IFS (2014, 2015, 2017), Brazil (1996;1998; 2002; 2014; 2019), Moraes and Galiazzi (2006; 2007; 2011; 2016) amongotherauthors. As for the instruments, questionnaires (online), formative reading activitiesandreflective memorial production were used. With the information collected, workedinthelight of the discursive textual analysis, considering the phases of deconstruction/unitarization, categorization and construction of the metatext, three emerging categoriesofreaders were identified: formed reader, semi-formed reader and reader information,concluding with the need to foster actions that corroborate for the improvement of readingand its achievements, in educational institutions. |
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Lima, Deivesson de SousaDias, Alfrâncio Ferreira2023-11-27T19:13:53Z2023-11-27T19:13:53Z2020-02-18LIMA, Deivesson de Sousa. Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe. 2020 190 f. Dissertação (Mestrado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2020.https://ri.ufs.br/jspui/handle/riufs/18718This research has as general objective to analyze the reading practices intheinitialformation process of Physics teachers, of the Federal Institute of Education, ScienceandTechnology of Sergipe (IFS), Campus Lagarto, with a view to the identificationof theinterrelationships between the profile licensee reader and reader training. It was assumedthat reading is a process of understanding the world that involves essential andsingularcharacteristics of individuals, configuring itself as a potentializing element for the trainingofreaders in undergraduate courses. It was noticed that the spaces of initial teacher training,regardless of the area, are crucial to promote learning with meanings and senses, as well asthe appropriation of disciplinary and curricular knowledge and knowledge, reinforcing,among them, reading and its practices. It was a theoretical-empirical investigation, ofaqualitative nature, which is supported by the movement of thesis-antithesis-synthesisofthedialectic. The subjects were students enrolled in the 2019.2 academic period, in thesubjectsof the Pedagogical Axis of the Physics Degree Course at IFS, who had their admissionthrough the Unified Selection System (SISU), and participated in the Project 'ReflectiveAcademic Literacy: working speech, reading and writing in the student's language'.Collaborated as referents for the discussions Koch and Elias (2008), Kleiman (1989; 2001),Cagliari (2003), data from the magazine Retratos da Leitura no Brasil (2003; 2008; 2012;2016), Silva and Silva (2016), Vasconcellos (2011), André (2001), Anastasiou(2005),Konder (2008), Barros and Gasparin (2012), Lakatos and Marconi (2011), ProdanovandFreitas (2013), Vergara (2013), Ludwuig (2014) , IFS (2014, 2015, 2017), Brazil (1996;1998; 2002; 2014; 2019), Moraes and Galiazzi (2006; 2007; 2011; 2016) amongotherauthors. As for the instruments, questionnaires (online), formative reading activitiesandreflective memorial production were used. With the information collected, workedinthelight of the discursive textual analysis, considering the phases of deconstruction/unitarization, categorization and construction of the metatext, three emerging categoriesofreaders were identified: formed reader, semi-formed reader and reader information,concluding with the need to foster actions that corroborate for the improvement of readingand its achievements, in educational institutions.Esta pesquisa tem como objetivo geral analisar as práticas de leitura no processodeformação inicial de professores de Física, do Instituto Federal de Educação, CiênciaeTecnologia de Sergipe (IFS), Campus Lagarto, com vistas à identificação das inter-relaçõesentre o perfil leitor dos licenciandos e a formação de leitores. Partiu-se do pressupostodeque a leitura é um processo de compreensão de mundo que envolve características essenciaise singulares dos indivíduos, configurando-se como um elemento potencializador paraaformação de leitores nos cursos de licenciaturas. Percebeu-se que os espaços de formaçãoinicial docente, independente da área, são determinantes para promover aprendizagenscomsentidos e significados, bem como a apropriação de conhecimentos e saberes disciplinaresecurriculares, reforçando-se, dentre eles, a leitura e suas práticas. Tratou-se deumainvestigação teórico-empírica, de natureza qualitativa, Os sujeitos foramos estudantesmatriculados no período letivo 2019.2, nas disciplinas do Eixo Pedagógico doCursodeLicenciatura em Física do IFS, que tiveram o ingresso pelo Sistema de SeleçãoUnificada(SISU), e participaram do Projeto ‘Letramento Acadêmico Reflexivo: trabalhandofala,leitura e escrita na língua do universitário’. Colaboraram como referentes para as discussõesKoch e Elias (2008), Kleiman (1989; 2001), Cagliari (2003), dados da revista RetratosdaLeitura no Brasil (2003; 2008; 2012; 2016), Silva e Silva (2016), Vasconcellos (2011),André (2001), Anastasiou (2005), Konder (2008), Barros e Gasparin (2012), LakatoseMarconi (2011), Prodanov e Freitas (2013), Vergara (2013), Ludwuig (2014), IFS(2014,2015, 2017), Brasil (1996; 1998; 2002; 2014; 2019), Moraes e Galiazzi (2006; 2007; 2011;2016) dentre outros autores. Quanto aos instrumentos, foram utilizados questionários(online), atividades formativas de leitura e produção de memorial reflexivo. Comasinformações coletadas, trabalhadas à luz da análise textual discursiva, considerandoasfasesde desconstrução/unitarização, categorização e construção do metatexto, foramidentificadastrês categorias emergentes de leitores: leitor formado, leitor semi-formado e leitor emformação, concluindo-se com a necessidade de fomento de ações que corroboremparaamelhoria da leitura e suas consecuções, nas instituições formadoras.São CristóvãoporEnsino superior - SergipeProfessores - formação - Lagarto (SE)Leitura - estudo e ensinoLeitura (ensino superior)Professores de físicaFormação de leitoresFormação inicial de professoresPráticas de leituraPerfil leitorTraining of readersInitial teacher trainingReading practicesReaderprofileCIENCIAS HUMANAS::EDUCACAOPráticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18718/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALDEIVESSON_SOUSA_LIMA.pdfDEIVESSON_SOUSA_LIMA.pdfapplication/pdf4838588https://ri.ufs.br/jspui/bitstream/riufs/18718/2/DEIVESSON_SOUSA_LIMA.pdf251127c43135d2f9fee4ce86424ff9e3MD52riufs/187182023-11-27 16:13:59.09oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-11-27T19:13:59Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
title |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
spellingShingle |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe Lima, Deivesson de Sousa Ensino superior - Sergipe Professores - formação - Lagarto (SE) Leitura - estudo e ensino Leitura (ensino superior) Professores de física Formação de leitores Formação inicial de professores Práticas de leitura Perfil leitor Training of readers Initial teacher training Reading practices Readerprofile CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
title_full |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
title_fullStr |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
title_full_unstemmed |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
title_sort |
Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe |
author |
Lima, Deivesson de Sousa |
author_facet |
Lima, Deivesson de Sousa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Deivesson de Sousa |
dc.contributor.advisor1.fl_str_mv |
Dias, Alfrâncio Ferreira |
contributor_str_mv |
Dias, Alfrâncio Ferreira |
dc.subject.por.fl_str_mv |
Ensino superior - Sergipe Professores - formação - Lagarto (SE) Leitura - estudo e ensino Leitura (ensino superior) Professores de física Formação de leitores Formação inicial de professores Práticas de leitura Perfil leitor |
topic |
Ensino superior - Sergipe Professores - formação - Lagarto (SE) Leitura - estudo e ensino Leitura (ensino superior) Professores de física Formação de leitores Formação inicial de professores Práticas de leitura Perfil leitor Training of readers Initial teacher training Reading practices Readerprofile CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Training of readers Initial teacher training Reading practices Readerprofile |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research has as general objective to analyze the reading practices intheinitialformation process of Physics teachers, of the Federal Institute of Education, ScienceandTechnology of Sergipe (IFS), Campus Lagarto, with a view to the identificationof theinterrelationships between the profile licensee reader and reader training. It was assumedthat reading is a process of understanding the world that involves essential andsingularcharacteristics of individuals, configuring itself as a potentializing element for the trainingofreaders in undergraduate courses. It was noticed that the spaces of initial teacher training,regardless of the area, are crucial to promote learning with meanings and senses, as well asthe appropriation of disciplinary and curricular knowledge and knowledge, reinforcing,among them, reading and its practices. It was a theoretical-empirical investigation, ofaqualitative nature, which is supported by the movement of thesis-antithesis-synthesisofthedialectic. The subjects were students enrolled in the 2019.2 academic period, in thesubjectsof the Pedagogical Axis of the Physics Degree Course at IFS, who had their admissionthrough the Unified Selection System (SISU), and participated in the Project 'ReflectiveAcademic Literacy: working speech, reading and writing in the student's language'.Collaborated as referents for the discussions Koch and Elias (2008), Kleiman (1989; 2001),Cagliari (2003), data from the magazine Retratos da Leitura no Brasil (2003; 2008; 2012;2016), Silva and Silva (2016), Vasconcellos (2011), André (2001), Anastasiou(2005),Konder (2008), Barros and Gasparin (2012), Lakatos and Marconi (2011), ProdanovandFreitas (2013), Vergara (2013), Ludwuig (2014) , IFS (2014, 2015, 2017), Brazil (1996;1998; 2002; 2014; 2019), Moraes and Galiazzi (2006; 2007; 2011; 2016) amongotherauthors. As for the instruments, questionnaires (online), formative reading activitiesandreflective memorial production were used. With the information collected, workedinthelight of the discursive textual analysis, considering the phases of deconstruction/unitarization, categorization and construction of the metatext, three emerging categoriesofreaders were identified: formed reader, semi-formed reader and reader information,concluding with the need to foster actions that corroborate for the improvement of readingand its achievements, in educational institutions. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-02-18 |
dc.date.accessioned.fl_str_mv |
2023-11-27T19:13:53Z |
dc.date.available.fl_str_mv |
2023-11-27T19:13:53Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, Deivesson de Sousa. Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe. 2020 190 f. Dissertação (Mestrado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2020. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18718 |
identifier_str_mv |
LIMA, Deivesson de Sousa. Práticas de leitura na formação inicial de professores e professoras de física: um estudo no Instituto Federal de Educação, Ciência e Tecnologia de Sergipe. 2020 190 f. Dissertação (Mestrado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2020. |
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https://ri.ufs.br/jspui/handle/riufs/18718 |
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