Representações de leitura no material didático-pedagógico do Programa Nacional de Inclusão de Jovens PROJOVEM URBANO

• Ano de defesa: 2015
• Autor(a) principal: Bressan, Itamar José
• Orientador(a): Gebran, Raimunda Abou
• Banca de defesa: Barros, Helena Faria de , Parisotto, Ana Luzia Videira
• 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: Representações de Leitura; Educação de Jovens e Adultos; ProJovem Urbano.
• Palavras-chave em Inglês: Reading representations; Youth and Adult Education; ProJovem Urbano
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/tede/handle/tede/942

This dissertation aims, based on representations of reading suggested by the teaching-learning materials of the National Program for Youth Inclusion - Urban ProJovem (PJU), to analyze the representations of reading material, making sure that the texts provide the formation of readers; if they are able to establish relationships between what is being read and situations that are already part of your life; discernment between the various and possible ways to assign to the text and to promote civic education. The theoretical framework is anchored on the contributions of Chartier (1990), which identify, analyze and discuss the Reading Representation of didactic and pedagogical support material for teachers and students of the National Program of Youngster Inclusion ProJovem Urbano (PJU), created to guide the educational activities of 18-29 year old people who are part of the Youth and Adult Education public (EJA), because of its social relevance. It is important to understand how the Educators Guide and Study Guide focus on reading in their didactic and pedagogical procedures. In this context, the reading takes its role in the constitution of the subject conscious of his place in a written-centered society. The methodology was qualitative and interpretative data were obtained through document analysis of pedagogical material available to educators and students. The PJU aims to raise the integrated education vocational qualification and citizen participation through a theoretical and methodological design that prioritizes the questioning and the development of critical thinking. As a result, it was observed that the analyzed texts and activities bring very interesting topics and discussions for the development of a critical reading of reality, but the mediation of the teacher this time is necessary in order to conduct work on the deepening of reflections, so that learning will be more meaningful to the students.