O uso da teoria da intertextualidade no livro didático para o ensino da leitura

• Ano de defesa: 2013
• Autor(a) principal: Sampaio, Desireé Lorane Negrão
• Orientador(a): Perez, Maria de Lourdes Zizi Trevizan
• Banca de defesa: Souza, Renata Junqueira de , Annibal, Sérgio Fabiano
• 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: Ensino e Aprendizagem da Leitura; Leitura e Livro Didático; Usos Didáticos da Teoria da Intertextualidade
• Palavras-chave em Inglês: Learning and Teaching Reading; Reading Textbook; Instructional Uses of Intertextuality Theory.
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/897

The name search "The Use of the Theory of Intertextuality in Textbook for Teaching Reading", aimed, in general, to identify and analyze the uses of the theory mentioned in the modes of teaching and learning of reading proposed by the Education Textbook key (Cycle II, 6th year). The methodology involved bibliographical studies on the theory of intertextual Text and Reading (Bakhtin, 1979, Kristeva, 1969 and other theorists) in a qualitative study, which was based on Document Analysis (Ludke & André 1986; Gatti, 2005, and Gonsalves, 2005). Was used as the object of analysis, a textbook, selected by the researcher. Justified the present study because, although there are already many researches on the processes of teaching and learning of reading, there is a need also to evaluate the quality of the textbooks most recent (last five years) adopted by public schools of Elementary Education, by the fact that these books have been using often the theory of intertextuality for preparation of didactic sequences on reading. The results obtained, confirmed the initial hypothesis that, despite the current use of the theory of intertextuality by textbook authors, the activities proposed for them are not consistent with the theoretical announced, not leading thus to the formation of the critical reader.