A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil
This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the init...
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Conflitos emocionais. Desenvolvimento emocional. Formação do leitor. Leitura de literatura Emotional conflicts. Emotional development. Literary reading. Reader formation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
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Conflitos emocionais. Desenvolvimento emocional. Formação do leitor. Leitura de literatura Emotional conflicts. Emotional development. Literary reading. Reader formation CNPQ::CIENCIAS HUMANAS::EDUCACAO Silva, Nívea Priscilla Olinto da A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil |
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This dissertation examines the contributions of juvenile literature reading for
the problematization of the emotional experiences and conflicts of children at infant
education. Its importance consists in providing useful information for the pedagogic
work orientated to literature reading at the initial series of basic education, in order to
increase the teacher s ability to explore the literary text from its instigating and
enriching nature in view of the child s emotional experiences and conflicts. It is
methodologically based on the principles of the qualitative research, what
characterizes it as a case study. The research focused a level V-infant education
class with 28 students in 5-6 age group, at a public school of Natal, State of Rio
Grande do Norte (Brazil). The used resources were: audio recording, field diary, and
interviews. Seventeen classes were carried out and they consisted in reading
sessions of classic and contemporaneous tales, fables, and legends which used
different didactic strategies. These sessions were developed in accordance with the
reading experience through scaffolding instructions as it was described by Graves &
Graves. The theoretical references were the studies of Amarilha (1997/ 2006),
Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco
(1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007),
Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that
literary reading in class is a special environment for inclusion of the reader s
subjectivity; as well as the inclusion of their emotional experiences and their conflicts
within the story by way of helping children think and become suitable for dealing with
their inner feelings. The literary reading is presented as an experiential and formative
activity which helps children understand their emotions through a process of
identification, exteriorization, and catharsis; what implies that the esthetic experience
from the text makes possible the reader s self-knowledge and increases the
perception of his inner feelings and objective reality so that this reader has emotional
capital to deal with life difficulties. It is important to highlight that the discussions
carried out in the class represented a field of sharing experiences through which
each reader had the chance to present their experience of life to the others, including
their sorrows and sufferings, in order to help them to develop best strategies to deal
with the social environment |
| author2 |
Amarilha, Marly |
| author_facet |
Amarilha, Marly Silva, Nívea Priscilla Olinto da |
| format |
masterThesis |
| author |
Silva, Nívea Priscilla Olinto da |
| author_sort |
Silva, Nívea Priscilla Olinto da |
| title |
A leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| title_short |
A leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| title_full |
A leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| title_fullStr |
A leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| title_full_unstemmed |
A leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| title_sort |
leitura de literatura na escola: por uma educação
emocional de crianças na educação infantil |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2014 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/14557 |
| work_keys_str_mv |
AT silvaniveapriscillaolintoda aleituradeliteraturanaescolaporumaeducacaoemocionaldecriancasnaeducacaoinfantil AT silvaniveapriscillaolintoda leituradeliteraturanaescolaporumaeducacaoemocionaldecriancasnaeducacaoinfantil |
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1773962229730770944 |
| spelling |
ri-123456789-145572017-11-02T02:00:35Z A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil Silva, Nívea Priscilla Olinto da Amarilha, Marly http://lattes.cnpq.br/0315655779410858 http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8 Carvalho, Ana Maria Sá de http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708677P6 Freitas, Alessandra Cardozo de http://lattes.cnpq.br/4424220937257634 Naschold, Angela Maria Chuvas http://lattes.cnpq.br/8840903885852886 Conflitos emocionais. Desenvolvimento emocional. Formação do leitor. Leitura de literatura Emotional conflicts. Emotional development. Literary reading. Reader formation CNPQ::CIENCIAS HUMANAS::EDUCACAO This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment Esta dissertação investiga as contribuições da leitura de literatura infantil na problematização das experiências e conflitos emocionais de crianças de educação infantil. Sua relevância consiste em oferecer subsídios ao trabalho pedagógico com a leitura de literatura nas séries iniciais, com o intuito de ampliar a competência do professor para explorar o texto literário em sua natureza problematizadora e enriquecedora das experiências e conflitos emocionais da criança. Respalda-se, metodologicamente, nos princípios da pesquisa qualitativa, caracterizando-se como um estudo de caso. A pesquisa realizou-se em uma turma de nível V de educação infantil, com 28 alunos de faixa etária de 5 e 6 anos de idade, em escola pública de Natal-RN (Brasil). Os instrumentos utilizados foram: gravação em áudio, diário de campo, entrevistas. As aulas realizadas se constituíram em 17 sessões de leitura de contos clássicos, contemporâneos, fábulas e lendas, com a utilização de diferentes estratégias didáticas. Essas sessões foram desenvolvidas conforme a experiência de leitura por andaime (scaffolding), descrita por Graves & Graves. Tomou-se como referencial teórico os estudos de Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), Zilberman (1987). As análises assinalaram que a leitura de literatura em sala de aula se constituiu como um território privilegiado de inclusão da subjetividade do leitor, das suas experiências emocionais e de seus conflitos na trama da história, de forma a auxiliar as crianças a refletirem e se apropriarem de estratégias para lidar com sua realidade interior. Evidencia a leitura literária como atividade experiencial e formativa, que auxilia a criança a compreender sua realidade emocional, através do processo de identificação, exteriorização e catarse, em que a experiência estética, proposta pelo texto, propicia ao leitor o autoconhecimento, ampliando a percepção sobre sua realidade interior e exterior e lhe oferecendo capital emocional para lidar com as adversidades da vida. É salutar destacar que as discussões propostas em sala de aula se configuraram como campo de confronto de experiências, em que os leitores tiveram a possibilidade de compartilhar suas vivências, suas dores e seus sofrimentos com outros que experienciaram os mesmos problemas, auxiliando-os na construção de estratégias que melhor orientem sua atuação sobre o meio 2014-12-17T14:36:46Z 2013-04-24 2014-12-17T14:36:46Z 2010-10-25 masterThesis SILVA, Nívea Priscilla Olinto da. A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil. 2010. 205 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2010. https://repositorio.ufrn.br/jspui/handle/123456789/14557 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Educação Educação |