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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Autor principal: Monteiro, Ivone Rodrigues Diniz
Outros Autores: Alves, Maria da Penha Casado
Formato: doctoralThesis
Idioma:por
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Vozes sociais. Práticas exitosas de leitura. Ensino de língua portuguesa. Ensino fundamental. Escolas públicas estaduais
Social voices. Successful reading practices. Portuguese language teaching. Fundamental school. State public schools
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
Endereço do item:https://repositorio.ufrn.br/jspui/handle/123456789/16391
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id ri-123456789-16391
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institution Repositório Institucional
collection RI - UFRN
language por
topic Vozes sociais. Práticas exitosas de leitura. Ensino de língua portuguesa. Ensino fundamental. Escolas públicas estaduais
Social voices. Successful reading practices. Portuguese language teaching. Fundamental school. State public schools
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
spellingShingle Vozes sociais. Práticas exitosas de leitura. Ensino de língua portuguesa. Ensino fundamental. Escolas públicas estaduais
Social voices. Successful reading practices. Portuguese language teaching. Fundamental school. State public schools
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
Monteiro, Ivone Rodrigues Diniz
As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
description 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
author2 Alves, Maria da Penha Casado
author_facet Alves, Maria da Penha Casado
Monteiro, Ivone Rodrigues Diniz
format doctoralThesis
author Monteiro, Ivone Rodrigues Diniz
author_sort Monteiro, Ivone Rodrigues Diniz
title As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
title_short As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
title_full As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
title_fullStr As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
title_full_unstemmed As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
title_sort as práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes
publisher Universidade Federal do Rio Grande do Norte
publishDate 2014
url https://repositorio.ufrn.br/jspui/handle/123456789/16391
work_keys_str_mv AT monteiroivonerodriguesdiniz aspraticasexitosasdeleituranoensinofundamentalvozessociaisdeprofessoresedeestudantes
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spelling ri-123456789-163912017-11-04T04:49:25Z As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes Monteiro, Ivone Rodrigues Diniz Alves, Maria da Penha Casado http://lattes.cnpq.br/7416077871567839 http://lattes.cnpq.br/7377731555637172 Oliveira, Maria Bernadete Fernandes de http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793534Y1 Rodrigues, Maria das Graças Soares http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9 Benevides, Araceli Sobreira http://lattes.cnpq.br/0001733569978457 Silva, Célia Maria Medeiros Barbosa da http://lattes.cnpq.br/4710381196001278 Vozes sociais. Práticas exitosas de leitura. Ensino de língua portuguesa. Ensino fundamental. Escolas públicas estaduais Social voices. Successful reading practices. Portuguese language teaching. Fundamental school. State public schools CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA 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 A escola é o lugar social o qual deve propiciar a formação de leitores críticos. Nesse contexto, o papel do professor é fundamental no que se refere ao ensino de leitura. Assim sendo, esta pesquisa de doutorado visa explicitar as práticas de leitura a partir das vozes sociais de professores e de estudantes do Ensino Fundamental das escolas públicas estaduais do RN que apresentam resultados exitosos, conforme o IDEB 2009. Ademais, busca-se explicitar, por meio dos posicionamentos dos professores, as concepções de leitura subjacentes às suas atividades de leitura, bem como elucidar as vozes sociais sobre o ensino da leitura presentes nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 anos e nos Projetos Político-Pedagógicos das instituições educacionais investigadas. Para tanto, foram realizadas: observação em sala de aula, aplicação de questionários com professores e estudantes do 9º ano do Ensino Fundamental, nas turmas de Língua Portuguesa, como também encontros dialógicos com as equipes de direção e pedagógicas das escolas. O aporte teórico que orienta a pesquisa advém do pensamento bakhtiniano (2009, 2010), que trata da perspectiva dialógica da linguagem e da compreensão responsiva ativa. Além disso, este trabalho ancora-se nas reflexões teóricas de Antunes (2005, 2009) e Geraldi (2003, 2006, 2010) acerca da leitura e da escrita no país, as quais contribuem para o redimensionamento do processo de ensino-aprendizagem de Língua Portuguesa. Este estudo se insere no campo da Linguística Aplicada, a qual investiga a linguagem como prática social no contexto de aprendizagem de língua materna ou em contextos onde se evidenciem questões relevantes sobre o uso da linguagem. São adotados os parâmetros da pesquisa qualitativa de cunho sócio-histórico procurando compreender o contexto escolar por meio dos sujeitos envolvidos na investigação. O corpus da pesquisa é constituído por: (i) informações construídas por meio da aplicação de questionários com os professores e os estudantes; (ii) informações construídas a partir da aula observada e do diálogo com as equipes de direção e pedagógicas; (iii) um conjunto de informações selecionadas, ou seja, de empiria construída por meio da análise documental das Diretrizes Curriculares Nacionais para o Ensino Fundamental de nove anos (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) e dos Projetos Político-Pedagógicos das escolas investigadas. A análise dos dizeres de professores e de estudantes apontam práticas de leitura a partir de textos diversos, em especial, os da esfera literária, em atividades envolvendo discussões, leitura e exercícios de compreensão textual, entrevistas, canções, organização de seminários, recitais, dramatizações, semanas literárias, dentre outras práticas. Ademais, tais análises revelam que ensinar Língua Portuguesa requer compromisso, responsabilidade e satisfação, além de princípios teóricos mais fundamentados, os quais tornam a prática pedagógica cada vez mais eficiente. A pesquisa revela, ainda, que o êxito do processo de ensino-aprendizagem ocorre em virtude do envolvimento dos segmentos da escola no processo educativo, criando-se, pois, uma rede de responsabilidades. Nesse sentido, esta pesquisa poderá contribuir para a produção de conhecimentos que possam orientar e enriquecer o processo de ensino-aprendizagem de leitura, vislumbrando um fazer pedagógico construído a partir da relação com o outro, ou seja, do dialogismo que proporcione a formação de jovens que exerçam sua cidadania 2014-12-17T15:07:19Z 2014-08-22 2014-12-17T15:07:19Z 2013-12-19 doctoralThesis MONTEIRO, Ivone Rodrigues Diniz. As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes. 2013. 152 f. Tese (Doutorado em Linguística Aplicada; Literatura Comparada) - Universidade Federal do Rio Grande do Norte, Natal, 2013. https://repositorio.ufrn.br/jspui/handle/123456789/16391 por Acesso Aberto application/pdf application/pdf Universidade Federal do Rio Grande do Norte BR UFRN Programa de Pós-Graduação em Estudos da Linguagem Linguística Aplicada; Literatura Comparada

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