A Leitura na Educação Infantil : concepções de professoras da escola pública de Ceará-Mirim
The learning of reading is of fundamental importance to act with autonomy in literate societies, not attributing the right age to start this process, because it is something that permeates throughout life.On the very beginning of teaching little kids how to read, the role performed by teachers is...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/42221 |
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| Resumo: | The learning of reading is of fundamental importance to act with autonomy in
literate societies, not attributing the right age to start this process, because it is
something that permeates throughout life.On the very beginning of teaching little kids how to read, the role performed by teachers is of great
importance.This article aims to investigate the conceptions of Reading
presented by teachers of a Center for Early Childhood Education, located in the
municipality of Ceará-Mirim, and the articulations of these conceptions in their
teaching practices.The research presents a qualitative character with the
analysis of data for interpretation of the phenomenon and attribution of
meaning.In the context of the qualitative approach, we make use of an
exploratory research that is characterized by the approximation of the
researcher with the studied subject.As a data construction procedure, we used
a questionnaire to characterize the subjects of the research, as well as a semistructured
interview to establish the dialogue with the participants on the subject
in question.The study was based on the theoretical studies of authors such as
Solé (1998), Colomer and Camps (2002), Smith (1999), among others who
conceive reading as a process of interaction between the reader and the text.In
the analysis of the data obtained, we conclude that the teachers, despite their
limitations in the mentioned discourses, present characteristic features of
reading conceptions in an interactionist perspective. |
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