De fato e de ficção: um estudo sobre a leitura de crônicas na escola
Carregando...
Data
2016-11-25
Autores
Ferreira, Ângela Modesto Guedes [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação é resultado de uma investigação realizada com alunos do Ensino Fundamental - Séries Finais (9ºano), em uma escola pública estadual, acerca da leitura de crônicas, sobretudo, aquelas já consagradas pelos grandes escritores da literatura brasileira e perpetuadas no suporte livro. Assim, buscou-se refletir se o gênero crônica pode contribuir na formação do leitor estético, uma vez que, este gênero, tem sido explorado nos diferentes materiais didáticos que circulam na esfera escolar como o Currículo Oficial do Estado de São Paulo, o livro didático, além de outros materiais que contemplam o ensino da leitura. Para tanto, são apresentadas algumas reflexões sobre os pressupostos teóricos que norteiam esta investigação, como: a metodologia, a concepção de linguagem, de leitura, de leitor, a concepção de tipos e gêneros textuais, o ensino de literatura e as estratégias que envolvem o desenvolvimento da compreensão leitora. A base teórica para esta pesquisa vem, principalmente, da concepção dialógica da linguagem proposta por Bakhtin (1997, 2006), bem como da concepção sociointeracionista proposta por Vygotsky (1991, 1994), além das contribuições da Teoria da Estética da Recepção, mais especificamente, o Método Recepcional, preconizado por Bordini e Aguiar (1993). Para o desenvolvimento desta investigação, a metodologia qualitativa de caráter interpretativista foi utilizada, por meio da aplicação dos procedimentos previstos na pesquisa narrativa. Buscou-se, ainda, refletir sobre o que concerne à leitura de crônicas, se este trabalho, embasado nos princípios teóricos descritos, pôde assegurar aos alunos o desenvolvimento da compreensão leitora, bem como a ampliação de seu horizonte de expectativa.
This work is the result of an investigation conducted with 9th year Elementary School students from a public institution in São Paulo State, about reading chronicles, especially those already established by the great writers of Brazilian literature and perpetuated in the books. So we decided to consider if the text genre chronicle can contribute to the formation of the aesthetic reader, since this genre has been explored in different teaching materials used in the school, like the support materials of the Currículo do Estado de São Paulo, the textbooks, as well as other materials that include the teaching of reading. For this reason, we present some reflections on the theoretical assumptions that guide this research, such as the methodology, the conception of language, of reading, of reader, of text types and genres, the teaching of literature and the strategies involving the development of reading comprehension. The theoretical basis for this research comes mainly from the dialogical conception of language proposed by Bakhtin (1997, 2006) and from the sociointeractionist concepton proposed by Vygotsky (1991, 1994), besides the contributions of the Reception Aesthetic Theory, more specifically the Recepcional Method suggested by Bordini and Aguiar (1993). In order to develop this investigation, it was used the qualitative methodology of interpretative character, applying the procedures provided in the narrative research. It was also proposed a reflection on what concerns the reading of chronicles, if this work, based on the theoretical principles described, could assure to the students the development of reading comprehension, as well as the expansion of their horizons of expectation.
This work is the result of an investigation conducted with 9th year Elementary School students from a public institution in São Paulo State, about reading chronicles, especially those already established by the great writers of Brazilian literature and perpetuated in the books. So we decided to consider if the text genre chronicle can contribute to the formation of the aesthetic reader, since this genre has been explored in different teaching materials used in the school, like the support materials of the Currículo do Estado de São Paulo, the textbooks, as well as other materials that include the teaching of reading. For this reason, we present some reflections on the theoretical assumptions that guide this research, such as the methodology, the conception of language, of reading, of reader, of text types and genres, the teaching of literature and the strategies involving the development of reading comprehension. The theoretical basis for this research comes mainly from the dialogical conception of language proposed by Bakhtin (1997, 2006) and from the sociointeractionist concepton proposed by Vygotsky (1991, 1994), besides the contributions of the Reception Aesthetic Theory, more specifically the Recepcional Method suggested by Bordini and Aguiar (1993). In order to develop this investigation, it was used the qualitative methodology of interpretative character, applying the procedures provided in the narrative research. It was also proposed a reflection on what concerns the reading of chronicles, if this work, based on the theoretical principles described, could assure to the students the development of reading comprehension, as well as the expansion of their horizons of expectation.
Descrição
Palavras-chave
Crônica, Leitura, Literatura, Ensino, Recepção, Chronicle, Reading, Literature, Teaching, Reception