(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...
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Repositório Institucional |
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RI - UFRN |
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por |
| topic |
Letramento literário Romance Diário de leitura Pesquisa-ação CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
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Letramento literário Romance Diário de leitura Pesquisa-ação CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS Silva Filho, Manoel Avelino da (Trans)formação do leitor de romance ficcional no ambiente escolar |
| description |
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. |
| author2 |
Dias, Valdenides Cabral de Araújo |
| author_facet |
Dias, Valdenides Cabral de Araújo Silva Filho, Manoel Avelino da |
| format |
masterThesis |
| author |
Silva Filho, Manoel Avelino da |
| author_sort |
Silva Filho, Manoel Avelino da |
| title |
(Trans)formação do leitor de romance ficcional no ambiente escolar |
| title_short |
(Trans)formação do leitor de romance ficcional no ambiente escolar |
| title_full |
(Trans)formação do leitor de romance ficcional no ambiente escolar |
| title_fullStr |
(Trans)formação do leitor de romance ficcional no ambiente escolar |
| title_full_unstemmed |
(Trans)formação do leitor de romance ficcional no ambiente escolar |
| title_sort |
(trans)formação do leitor de romance ficcional no ambiente escolar |
| publisher |
Brasil |
| publishDate |
2018 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/25574 |
| work_keys_str_mv |
AT silvafilhomanoelavelinoda transformacaodoleitorderomanceficcionalnoambienteescolar |
| _version_ |
1773963121107402752 |
| spelling |
ri-123456789-255742019-01-30T10:47:17Z (Trans)formação do leitor de romance ficcional no ambiente escolar Silva Filho, Manoel Avelino da Dias, Valdenides Cabral de Araújo Azevedo, Josilete Alves Moreira de Rodrigues, Manoel Freire Letramento literário Romance Diário de leitura Pesquisa-ação CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS 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. A presente investigação surge a partir de uma problemática: a fragilidade da leitura de textos literários no ambiente escolar, ou seja, a ausência desta leitura de forma mais frequente e sistemática nas aulas de Língua Portuguesa, bem como no cotidiano dos alunos fora da escola. Dessa constatação, surgiu a necessidade de criar estratégias e instrumentos que promovessem a prática efetiva da leitura de textos literários pelos alunos. A opção foi pela leitura do romance em sala de aula, no oitavo ano do Ensino Fundamental tendo como objetivo principal investigar a competência leitora dos alunos a partir da leitura do romance ficcional contribuindo no seu letramento literário e como objetivos específicos: Analisar dados sobre o desempenho de leitura do aluno no aspecto da construção de sentidos; Verificar avanços e dificuldades na formação de habilidades de leituras; Refletir sobre a relação entre literatura e ensino, entre leitura e formação de leitores; Desenvolver estratégias que contribuam para a competência leitora do aluno. Metodologicamente este trabalho se configura como uma pesquisa-ação (THIOLLENT, 2011), ou seja, uma intervenção em sala de aula, cujo corpus da pesquisa constitui-se dos registros de leitura realizados pelos alunos durante as práticas leitoras e da condução e análise deste professor/interventor. Para tal intento, utilizamos o instrumento diário de leitura tendo como ancoragem teórica, Machado (1998), cuja análise nos ofereceu dados sobre o desempenho de leitura do aluno no aspecto da construção de sentidos, avanços e dificuldades na formação de habilidades de leituras. No decorrer da análise foram considerados os estudos de Soares (1999), Cosson (2006) e Maia (2007), dentre outros, de modo que suscitasse no aluno o prazer de ler, apresentando instrumentos e suportes para auxiliá-lo no processo de busca de uma leitura proficiente e autônoma. Os resultados construídos durante a intervenção serviram para observarmos entre outros aspectos, os avanços dos alunos em termos de proficiência leitora, bem como a relação entre literatura e ensino, entre leitura e formação de leitores, incluindo-se, no caso, os professores que precisam, também, ser leitores proficientes a fim de poderem melhor atuar na constituição de sujeitos leitores. 2018-07-11T12:15:12Z 2018-07-11T12:15:12Z 2018-03-21 masterThesis SILVA FILHO, Manoel Avelino da. (Trans)formação do leitor de romance ficcional no ambiente escolar. 2018. 108f. Dissertação (Mestrado Profissional em Letras - Profletras/CN) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2018. https://repositorio.ufrn.br/jspui/handle/123456789/25574 por Acesso Aberto application/pdf Brasil UFRN MESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS |