As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental S...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/16391 |
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| Resumo: | The school is the social place which should provide the formation of critical readers. In this
context, the role of the teacher is crucial when it comes to teaching reading. Thus, this
doctoral research aims to explicit the reading practices evidenced from social voices of
teachers and Fundamental School students from state public schools at RN that have
successful results, according to IDEB 2009. Moreover, we seek to explicit, through the
positions of teachers, the conceptions of reading underlying their reading activities, as well as
elucidate the social voices related to teaching of reading that are present in the National
Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects
of the educational institutions investigated. In order to accomplish this goal, we carried out
observations in the classroom, applied questionnaires with teachers and students in the 9th
grade of Fundamental School, in classes of Portuguese Language, and also performed
dialogical meetings with the management and pedagogics schools teams. The theoretical
foundation that guides the research comes from bakhtinian thinking (2009, 2010), which
addresses the dialogical perspective of language and active responsive comprehension.
Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and
Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to
the resizing of the teaching and learning process of Portuguese Language. This study belongs
to the field of Applied Linguistics, which investigates language as social practice in the
context of learning mother language or in contexts where relevant questions about the use of
language are evidenced. The parameters of qualitative research in a social-historic perspective
are adopted seeking to understand the school context by the subjects involved in research. The
research corpus is composed of: (i) information constructed through the use of questionnaires
with teachers and students; (ii) information constructed from the observed lesson and dialogue
with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism
built through documentary analysis of the National Curriculum Guide for 9 years
Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political-
Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and
students suggest reading practices from various texts, in particular, from the literary sphere, in
activities involving discussions, reading and reading comprehension exercises, interviews,
songs, seminars organizations, concerts, dramatizations, literary weeks, among other
practices. Furthermore, these analyses reveal that teach Portuguese Language requires
commitment, responsibility and satisfaction, as well as more grounded theoretical principles,
which make teaching practice more efficient. The research also reveals that the success of the
teaching-learning process occurs by virtue of the involvement of school s segments in the
educational process, creating therefore a network of responsibilities. In this sense, this
research may contribute to the production of knowledge that can guide and enrich the
teaching and learning of reading, envisioning a pedagogical practice constructed from the
relationship with the other, i.e., from the dialogism which provides formation of young people
that exercise their citizenship |
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