A Hora do Conto no cotidiano escolar: reflexões sobre o ler e o contar na rotina de duas professoras dos anos iniciais
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Data
2014-08-18
Autores
Silva, Valéria Santos da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa está vinculada à linha “Infância e Educação” do Programa de Pós-Graduação em Educação da FCT/Unesp, campus de Presidente Prudente e, por esse motivo, investigou os processos educativos, em especial, procurou saber como Hora do Conto é conduzida e desenvolvida no cotidiano escolar, tendo como referência a rotina de duas professoras do 2º ano de séries iniciais do Ensino Fundamental. Dessa maneira, este estudo objetivou compreender e refletir se essa prática contribui e se possui alguma relação com a formação do leitor, tendo como perspectiva teórica, estudos que abrangem a oralidade, contação de histórias, performance e leitura. Nos últimos anos, o Brasil tem ocupado as últimas colocações entre os países com bom desempenho leitor, o que preocupa as autoridades competentes. Desse modo, projetos, como a Hora do Conto e Sala de leitura, vêm sendo implantados nas escolas brasileiras no intuito de solucionar esses índices e, segundo a fala da maioria dos docentes que participam de tais ações, eles podem ser considerados como valiosos instrumentos na formação do leitor. Um bom exemplo é a Hora do Conto, uma vez que o ato de contar histórias para os pequenos possibilita o despertar da imaginação e criatividade, tornando possível a elaboração de conflitos internos e dando oportunidade ao leitor de se situar no mundo e sentir-se parte integrante dele. Neste sentido, o presente projeto de pesquisa teve como objetivos específicos: refletir sobre os aspectos e distinções que permeiam o ler e o contar em sala de aula; identificar se os professores...
Joined to Childhood and Education, a line of work of Faculdade de Ciências e Tecnologia/Universidade Estadual Paulista’s Post-graduate Program in Education, this research investigated educational processes, in particular, sought to understand how the Story Time [Hora do Conto] is conducted and developed in school. In doing so, we followed two second grade teachers and aimed to understand and reflect whether their practices contribute to and have any relationships with the reader’s education. We based on theories about orality, storytelling, performance and reading. In recent years, Brazil has occupied the last positions among other countries concerning good reading performance, which worries the authorities in charge of reading promotion. Thus, projects such as Story Time and Reading Room [Sala de Leitura] are being organized in Brazilian schools in order to solve these problems and, according to the majority of teachers who participate in such actions, they can be considered valuable tools in reader’s education. A good example is the Story Time, since the act of storytelling for children enables the promotion of imagination and creativity, making possible the development of internal conflicts and giving them opportunity to feel they have a space in the world and are part of it. Thus, this research project had the following specific objectives: to reflect on the issues and distinctions that underlie the reading and storytelling in the classroom; to identify if teachers know and use storytelling techniques, if there is a previous planning for this activity; to find out whether during the practice of Story Time the educators...
Joined to Childhood and Education, a line of work of Faculdade de Ciências e Tecnologia/Universidade Estadual Paulista’s Post-graduate Program in Education, this research investigated educational processes, in particular, sought to understand how the Story Time [Hora do Conto] is conducted and developed in school. In doing so, we followed two second grade teachers and aimed to understand and reflect whether their practices contribute to and have any relationships with the reader’s education. We based on theories about orality, storytelling, performance and reading. In recent years, Brazil has occupied the last positions among other countries concerning good reading performance, which worries the authorities in charge of reading promotion. Thus, projects such as Story Time and Reading Room [Sala de Leitura] are being organized in Brazilian schools in order to solve these problems and, according to the majority of teachers who participate in such actions, they can be considered valuable tools in reader’s education. A good example is the Story Time, since the act of storytelling for children enables the promotion of imagination and creativity, making possible the development of internal conflicts and giving them opportunity to feel they have a space in the world and are part of it. Thus, this research project had the following specific objectives: to reflect on the issues and distinctions that underlie the reading and storytelling in the classroom; to identify if teachers know and use storytelling techniques, if there is a previous planning for this activity; to find out whether during the practice of Story Time the educators...
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Palavras-chave
Educação, Leitura em voz alta, Hora do Conto, Formação docente, Práticas educativas, Leitor nos anos iniciais, Education
Como citar
SILVA, Valéria Santos da. A Hora do Conto no cotidiano escolar: reflexões sobre o ler e o contar na rotina de duas professoras dos anos iniciais. 2014. 166 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Tecnologia, 2014.