Experiência de leitura na educação de jovens e adultos: o professor como mediador
This work takes reading as object of study, focusing on the teaching of strategies that emphasizes reading comprehension. This object was chosen after the execution of a diagnostic activity developed with students of the second segment of the Youth and Adult Education program (EJA) of a public sc...
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Experiência de leitura Compreensão leitora Estratégias de leitura EJA CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
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Experiência de leitura Compreensão leitora Estratégias de leitura EJA CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS Fernandes, Keyvilane Kaline da Silva Rego Experiência de leitura na educação de jovens e adultos: o professor como mediador |
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This work takes reading as object of study, focusing on the teaching of strategies that
emphasizes reading comprehension. This object was chosen after the execution of a diagnostic
activity developed with students of the second segment of the Youth and Adult Education
program (EJA) of a public school from the city of Natal, RN. The activity was developed by
the reading of a fable followed by comprehension questions based on the text. After analyzing
the answers of the students, it was observed that they have difficulty in reading, since they were
not able to answer correctly the basic comprehension questions. Taking the answers of the
students as a starting point to propose the discussion and application of reading workshops,
emphasizing comprehension, by the teaching of reading strategies. The general objective of this
approach is to propose theoretical and practical reflections about the reading comprehension
starting from activities of reading and writing texts. The specific objectives are: i) to discuss
the main difficulties that block the reading comprehension of the student; ii) to develop, in
classrooms, workshops about reading comprehension involving reading strategies; iii) to
systematize and analyse the workshops to function as didactic material for the consult of
teachers aiming to auxiliate them on the teaching of reading comprehension and iv) to narrate
the lived experience of the individual by the analysis of the workshops. To reach those
objectives, were used as methodology the research-action and the themefication of teaching
reading based on the reading as an experience, as proposed by Larrosa (2016) and in the studies
developed by Freire (2011), Geraldi (2013, 2015) and Barbosa (2013) about reading, mediation,
teaching, text and comprehension. The work with reading strategies was based mainly on Solé
(1998). The narrative of the lived experience of individual is used as register form since starting
from an experiential situation in EJA and with the help of theoretical knowledge, reading
comprehension workshops are proposed, applicated and analyzed. In conclusion, the level of
reading comprehension of the students, who are configured as the target audience of the
research, was considerably improved since they managed to organize strategies for the reading
of the texts presented to them in the workshops. Based on the observed data after realization of
the workshops is considered that teaching reading focusing on the strategies foments the
formation of the student-reader and it is proposed the incorporation of this subject in the
portuguese language classes in EJA. |
| author2 |
Campos, Sulemi Fabiano |
| author_facet |
Campos, Sulemi Fabiano Fernandes, Keyvilane Kaline da Silva Rego |
| format |
masterThesis |
| author |
Fernandes, Keyvilane Kaline da Silva Rego |
| author_sort |
Fernandes, Keyvilane Kaline da Silva Rego |
| title |
Experiência de leitura na educação de jovens e adultos: o professor como mediador |
| title_short |
Experiência de leitura na educação de jovens e adultos: o professor como mediador |
| title_full |
Experiência de leitura na educação de jovens e adultos: o professor como mediador |
| title_fullStr |
Experiência de leitura na educação de jovens e adultos: o professor como mediador |
| title_full_unstemmed |
Experiência de leitura na educação de jovens e adultos: o professor como mediador |
| title_sort |
experiência de leitura na educação de jovens e adultos: o professor como mediador |
| publisher |
Brasil |
| publishDate |
2019 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/27845 |
| work_keys_str_mv |
AT fernandeskeyvilanekalinedasilvarego experienciadeleituranaeducacaodejovenseadultosoprofessorcomomediador AT fernandeskeyvilanekalinedasilvarego readingexperienceofyouthandadulteducationtheteacherasamediator |
| _version_ |
1773959303334461440 |
| spelling |
ri-123456789-278452019-10-13T05:24:57Z Experiência de leitura na educação de jovens e adultos: o professor como mediador Reading experience of youth and adult education: the teacher as a mediator Fernandes, Keyvilane Kaline da Silva Rego Campos, Sulemi Fabiano Alves, Maria da Penha Casado Barbosa, Marinalva Vieira Experiência de leitura Compreensão leitora Estratégias de leitura EJA CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS This work takes reading as object of study, focusing on the teaching of strategies that emphasizes reading comprehension. This object was chosen after the execution of a diagnostic activity developed with students of the second segment of the Youth and Adult Education program (EJA) of a public school from the city of Natal, RN. The activity was developed by the reading of a fable followed by comprehension questions based on the text. After analyzing the answers of the students, it was observed that they have difficulty in reading, since they were not able to answer correctly the basic comprehension questions. Taking the answers of the students as a starting point to propose the discussion and application of reading workshops, emphasizing comprehension, by the teaching of reading strategies. The general objective of this approach is to propose theoretical and practical reflections about the reading comprehension starting from activities of reading and writing texts. The specific objectives are: i) to discuss the main difficulties that block the reading comprehension of the student; ii) to develop, in classrooms, workshops about reading comprehension involving reading strategies; iii) to systematize and analyse the workshops to function as didactic material for the consult of teachers aiming to auxiliate them on the teaching of reading comprehension and iv) to narrate the lived experience of the individual by the analysis of the workshops. To reach those objectives, were used as methodology the research-action and the themefication of teaching reading based on the reading as an experience, as proposed by Larrosa (2016) and in the studies developed by Freire (2011), Geraldi (2013, 2015) and Barbosa (2013) about reading, mediation, teaching, text and comprehension. The work with reading strategies was based mainly on Solé (1998). The narrative of the lived experience of individual is used as register form since starting from an experiential situation in EJA and with the help of theoretical knowledge, reading comprehension workshops are proposed, applicated and analyzed. In conclusion, the level of reading comprehension of the students, who are configured as the target audience of the research, was considerably improved since they managed to organize strategies for the reading of the texts presented to them in the workshops. Based on the observed data after realization of the workshops is considered that teaching reading focusing on the strategies foments the formation of the student-reader and it is proposed the incorporation of this subject in the portuguese language classes in EJA. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Neste trabalho, toma-se a leitura como objeto de estudo, tendo como delimitação o ensino de estratégias com foco na compreensão leitora. A escolha desse objeto ocorreu após a realização de uma atividade diagnóstica desenvolvida com alunos do 2º Segmento da Educação de Jovens e Adultos (EJA) de uma escola pública do município de Natal-RN. A atividade foi desenvolvida por meio da leitura de uma fábula, seguida de questões de compreensão, elaboradas com base no texto. Ao analisar as respostas dos alunos, observou-se que eles têm dificuldade de realizar leitura, pois não conseguiram responder às questões básicas que envolvem a compreensão. Tomando as respostas dos alunos como ponto de partida, propõe-se discutir e aplicar oficinas de leitura, com ênfase na compreensão, por meio do ensino de estratégias de leitura. O objetivo geral desta abordagem é propor reflexões teóricas e práticas sobre a compreensão leitora a partir de atividades de leitura e de escrita de textos. São objetivos específicos: i) discutir as principais dificuldades que impedem a compreensão leitora do aluno; ii) desenvolver, em sala de aula, oficinas sobre compreensão leitora, envolvendo estratégias de leitura; iii) sistematizar e analisar as oficinas para servir como material didático de consulta do professor, a fim de auxiliá-lo no ensino da compreensão leitora e iv) narrar a experiência do vivido por meio das análises das oficinas. Para atingir esses objetivos, utilizamos como metodologia a pesquisa-ação e tematizamos o ensino de leitura com base na leitura como experiência, conforme propõe Larrosa (2016), e nos estudos desenvolvidos por Freire (2011), Geraldi (2013, 2015) e Barbosa (2013) sobre leitura, mediação, ensino, texto e compreensão. O trabalho com as estratégias de leitura foi fundamentado, principalmente, em Solé (1998). Utiliza-se a narrativa de experiência do vivido como forma de registro, pois, a partir de uma situação vivencial na EJA e com ajuda dos conhecimentos teóricos, propõe-se, aplica-se e analisa-se oficinas de compreensão leitora. Ao final do trabalho, concluiu-se que o nível de compreensão em leitura, dos alunos públicoalvo da pesquisa, melhorou consideravelmente, pois eles conseguiram mobilizar estratégias para a leitura dos textos que lhes foram apresentados durante as oficinas. Com base nos dados observados após a realização das oficinas, considera-se que o ensino de leitura com foco nas estratégias favorece a formação do leitor-aluno e propõe-se, assim, a incorporação desse conteúdo nas aulas de língua portuguesa na EJA. 2019-10-10T20:28:36Z 2019-10-10T20:28:36Z 2019-06-19 masterThesis FERNANDES, Keyvilane Kaline da Silva Rego. Experiência de leitura na educação de jovens e adultos: o professor como mediador. 2019. 138f. Dissertação (Mestrado Profissional em Letras) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/jspui/handle/123456789/27845 pt_BR Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS - PROFLETRAS NATAL |