THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN

This paper presents the results of the analysis on the relationship between the conceptions of teachers from kindergarten to Crosshead / RN regarding reading and its implications in their teaching. In this study, we sought to analyze the process of teaching and learning of reading from a social inte...

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Principais autores: Silva, Josefa da Conceição, Vieira, Giane Bezerra
Formato: Online
Idioma:por
Publicado em: Max Leandro de Araújo Brito
Endereço do item:https://periodicos.ufrn.br/casoseconsultoria/article/view/20670
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record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Silva, Josefa da Conceição
Vieira, Giane Bezerra
spellingShingle Silva, Josefa da Conceição
Vieira, Giane Bezerra
THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
author_facet Silva, Josefa da Conceição
Vieira, Giane Bezerra
author_sort Silva, Josefa da Conceição
title THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
title_short THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
title_full THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
title_fullStr THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
title_full_unstemmed THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN
title_sort meaning of reading to eading meaning: a study of concepts and practices of teachers of early childhood education cruzeta / rn
description This paper presents the results of the analysis on the relationship between the conceptions of teachers from kindergarten to Crosshead / RN regarding reading and its implications in their teaching. In this study, we sought to analyze the process of teaching and learning of reading from a social interaction perspective, anchoring the analysis in studies of several authors who focus on the subject, among which are: Vygotsky (1998); Solé (1998, 2003), Soligo (2000), Colomer (2002); Foucambert (1997), Smith (1999, 2003), Freire (1994), among others. From this perspective, one can understand reading as a process permeated by the interaction between the reader and the text, the relevance of which consists in the relationships that they develop with others (peers, teachers, parents), whose paths are constructed from a plot woven by the meanings that reading has in the social context in which the subjects are and the meanings that are indigenous to the meaning assigned to it by the subjects. The study aimed to understand the relationship between the concepts and practices of reading built / developed by teachers from kindergarten crosshead / RN, highlighting the importance of meaningful experiences of reading in kindergarten as support for the formation of readers. The research sought to be guided by a qualitative approach and was structured from pre-set categories are guided analysis, which can be well organized: Experiences that teachers had with reading; concept and its implications for reading everyday practice, the importance of working with reading in kindergarten. From these categories picked upas instruments to collect data to non-participant observation and semi-structured interviews, through which it sought to cope with the questions raised on the issue. It can be said that this work was characterized by an exploratory research that spans a dimension bibliographic and descriptive qualitative approach. It is a work that aimed to make meanings about the theme Reading, coming to the conclusion that these teachers base their practices on various theories, mainly on assumptions and psychogenetic sociointeractionists posture that allows them to have a successful practice effectively .
publisher Max Leandro de Araújo Brito
publishDate 2011
url https://periodicos.ufrn.br/casoseconsultoria/article/view/20670
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spelling oai:periodicos.ufrn.br:article-206702021-08-31T03:09:28Z THE MEANING OF READING TO EADING MEANING: A STUDY OF CONCEPTS AND PRACTICES OF TEACHERS OF EARLY CHILDHOOD EDUCATION CRUZETA / RN DO SIGNIFICADO DA LEITURA A LEITURA SIGNIFICATIVA: UM ESTUDO SOBRE CONCEPÇÕES E PRÁTICAS DE PROFESSORAS DA EDUCAÇÃO INFANTIL DE CRUZÊTA/RN Silva, Josefa da Conceição Vieira, Giane Bezerra Concepções de Leitura; Prática Docente; Ensino-aprendizagem. Conceptions of Reading; Teaching Practice; Teaching and learning. This paper presents the results of the analysis on the relationship between the conceptions of teachers from kindergarten to Crosshead / RN regarding reading and its implications in their teaching. In this study, we sought to analyze the process of teaching and learning of reading from a social interaction perspective, anchoring the analysis in studies of several authors who focus on the subject, among which are: Vygotsky (1998); Solé (1998, 2003), Soligo (2000), Colomer (2002); Foucambert (1997), Smith (1999, 2003), Freire (1994), among others. From this perspective, one can understand reading as a process permeated by the interaction between the reader and the text, the relevance of which consists in the relationships that they develop with others (peers, teachers, parents), whose paths are constructed from a plot woven by the meanings that reading has in the social context in which the subjects are and the meanings that are indigenous to the meaning assigned to it by the subjects. The study aimed to understand the relationship between the concepts and practices of reading built / developed by teachers from kindergarten crosshead / RN, highlighting the importance of meaningful experiences of reading in kindergarten as support for the formation of readers. The research sought to be guided by a qualitative approach and was structured from pre-set categories are guided analysis, which can be well organized: Experiences that teachers had with reading; concept and its implications for reading everyday practice, the importance of working with reading in kindergarten. From these categories picked upas instruments to collect data to non-participant observation and semi-structured interviews, through which it sought to cope with the questions raised on the issue. It can be said that this work was characterized by an exploratory research that spans a dimension bibliographic and descriptive qualitative approach. It is a work that aimed to make meanings about the theme Reading, coming to the conclusion that these teachers base their practices on various theories, mainly on assumptions and psychogenetic sociointeractionists posture that allows them to have a successful practice effectively . Este trabalho pretende apresentar os resultados da análise sobre a relação existente entre as concepções de professoras da Educação Infantil de Cruzeta/RN em relação à leitura e suas implicações na sua prática pedagógica. Nesse estudo, buscou-se analisar o processo de ensino-aprendizagem da leitura a partir de uma perspectiva sócio-interacionista, ancorando a análise nos estudos de vários autores que se debruçam sobre o assunto, entre os quais se destacam: Vygotsky (1998); Solé (1998; 2003), Soligo (2000); Colomer (2002); Foucambert (1997); Smith (1999; 2003); Freire (1994), entre outros. Nessa perspectiva, compreende-se a leitura como um processo permeado pela interação entre o leitor e o texto, cuja relevância é constituída nas relações que os mesmos desenvolvem com os outros (colegas, professores, pais), cujos caminhos são construídos a partir de uma trama tecida pelos significados que a leitura tem no contexto social em que os sujeitos se encontram e as significações que são originárias do sentido que lhe é atribuído pelos sujeitos. O estudo teve como principal objetivo compreender a relação existente entre as concepções e práticas de leitura construídas/desenvolvidas pelas professoras da Educação Infantil de Cruzêta/RN, destacando a importância das experiências significativas de leitura na Educação Infantil como suporte para a formação de leitores. A pesquisa buscou orientar-se por uma abordagem qualitativa e estruturou-se a partir de categorias pré-estabelecidas como eixo norteador da análise, as quais podem ser assim organizadas: Experiências que as professoras tiveram com a leitura; Conceito de leitura e suas implicações na prática cotidiana; A importância do trabalho com a leitura na Educação Infantil. A partir de tais categorias escolheu-se como instrumentos de coleta de dados a observação não-participante e a entrevista semiestruturada, através dos quais se buscou dar conta dos questionamentos levantados sobre o tema. Pode-se dizer que este trabalho caracterizou-se por uma pesquisa exploratória que abrange uma dimensão bibliográfica e descritiva numa abordagem qualitativa. É um trabalho que visou a construção de sentidos e significados sobre o tema Leitura, chegando-se à conclusão de que essas professoras fundamentam suas práticas em teorias diversas, principalmente em pressupostos psicogenéticos e sóciointeracionistas, postura que lhes possibilita ter uma prática efetivamente bem-sucedida. Max Leandro de Araújo Brito 2011-04-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/casoseconsultoria/article/view/20670 Revista de Casos e Consultoria; v. 2 n. 2 (2011); e222 2237-7417 por https://periodicos.ufrn.br/casoseconsultoria/article/view/20670/12743

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