Planejamento das aulas de leitura de literatura: o que dizem e o que fazem os professores.
The monograph "Planning Literature Reading Classes: What Does It Say What It Does to Teachers?" It comes from the research project "The planning of the reading class of literature and processes of mediators: forming readers, forming" (FREITAS / PROPESq, 2014). It aims to inves...
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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/123456789/42549 |
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| Resumo: | The monograph "Planning Literature Reading Classes: What Does It Say What It
Does to Teachers?" It comes from the research project "The planning of the reading
class of literature and processes of mediators: forming readers, forming" (FREITAS /
PROPESq, 2014). It aims to investigate the planning of the literature reading class
from a teacher perspective, articulating their knowledge and their practices when
planning the learner's encounter with the literary text. The study on the theme of
planning is justified by the process plan in pedagogical practice, in order to provide a
systematization of teaching action, structuring principle of school education.
Investigate this process giving voice and nod as ideas and actions of the teacher
constituted focus of this study, specifically not available in literature. The work is
referenced in studies on planning, reading literature and the media. (AMARILHA,
2012, 2013, FONTANA, 2000, FREITAS, 2005, LIBÁNEO, 1994, SAMPAIO, 2005).
The analyzed data were constituted from the application of the questionnaire and
participant observation of the performance of two professors of the course of
specialization Literature in the School, promoted by UFRN. The teachers are part of
the public school network of the RN, teaching in classes of the 5th year of elementary
school, initial years. The results reveal that teachers assign an instrumental vision to
planning, especially at the beginning of the Specialization Course. However, as
theoretical discussions and a repertoire formation enabled by the Course, favored
conceptual and practical changes in the way the teacher understood and
implemented the planning in his classes reading literature. |
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