(Trans)formação do leitor de romance ficcional no ambiente escolar
The present investigation arises from a problem: the fragility of literary text reading in the school environment, that is, the absence of this reading in a more frequent and systematic way in the Portuguese Language classes, as well as in the daily life of students outside the school. From this...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25574 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The present investigation arises from a problem: the fragility of literary text reading in
the school environment, that is, the absence of this reading in a more frequent and
systematic way in the Portuguese Language classes, as well as in the daily life of
students outside the school. From this observation, the need arose to create strategies
and instruments that promote the effective practice of literary text reading by students.
The option was to read novels in the classroom, in the eighth year of elementary
school, with the main objective of investigating students’ reading proficiency through
the reading of fictional novels. As specific goals we adopted: analyzing data about
students’ reading development in the aspect of meaning construction; Verifying
advances and difficulties in the formation of reading abilities; Reflecting about the
relation between literature and teaching, between literature and readers’ formation;
Developing strategies which contribute to students’ reading competence .
Methodologically this work is configured as an action research (THIOLLENT, 2011),
that is, a classroom intervention, whose corpus of the research consists of the reading
records made by students during the reading practices and the conduction and
analysis by this teacher / controller. For this purpose, we used as tool the reading
journal, theoretically based on Machado (1998), whose analysis provided us content
about students’ reading performance in terms of the construction of meanings,
advances and difficulties in the formation of reading skills. In the course of the analysis,
the studies of Soares (1999), Cosson (2006) and Maia (2007), among others, were
considered to provoke in the students the pleasure of reading, presenting instruments
and support to assist them in the search process of a proficient and autonomous
reading. The results built during the intervention served to observe, among other
aspects, students' progress in terms of reading proficiency, as well as the relation
between literature and teaching, between reading and readers’ formation, including in
this case teachers, who need also to be proficient readers in order to be better able to
act in the constitution of readers. |
|---|