A leitura literária no ensino fundamental: caminhos e desafios para o professor de português
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Data
2017-06-30
Autores
Santos, Chrystina Magalhães Gomes dos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem por objeto estudar a relação entre a formação de professores de português dos anos finais do Ensino Fundamental e práticas de ensino de literatura juvenil. Para tanto, optou-se por realizar uma pesquisa, inicialmente quantitativa, com 50 (100%) professores efetivos de português das Escolas Municipais de Ensino Fundamental da cidade de Itanhaém-SP. Procurou-se traçar um perfil médio dos docentes, considerando dados relativos à formação, adesão e/ou conhecimento de programas de incentivo à leitura, prática de ensino e referências às publicações literárias juvenis. A segunda etapa da pesquisa consistiu na apresentação e análise de 04 estudos de caso, com objetivo de destacar perfis de docentes leitores e suas práticas de ensino de literatura em escolas de 6º a 9º ano. Acrescenta-se à pesquisa, a análise de Programas de Incentivo à Leitura implementados no intervalo de 2009 a 2015 na rede de ensino itanhaense, sublinhando suas dimensões formativas, adesões ou reprovações. Desta forma, buscou-se investigar a influência da formação literária docente nas práticas de ensino de literatura nos anos finais do EF. Depreende-se, como resultado, que professores com relações mais estreitas com a leitura literária tendem a construir pontes entre esta e outras modalidades de cultura, ministrando aulas de português com vista à formação de leitores polivalentes, favorecendo a construção de uma cultura literária ao longo de toda Educação Básica. Na perspectiva teórica, fundamentamos o trabalho na Estética da Recepção, sobretudo nas concepções disseminadas por Umberto Eco, nos postulados de Antonio Candido sobre ensino de literatura e nos conceitos de leitura literária e sujeito leitor preconizados por Jouve e Rouxel. As considerações sobre a relação entre literatura e ensino pautam-se em estudos realizados por Rocco, Antunes, Ceccantini e Ferreira, somados às pesquisas sobre formação de professores descritas por Butlen e Rösing.
The present dissertation aims at studying the relationship between the cultural and academic background of Portuguese teachers during the final years of Elementary / Middle School and the teaching of youth literature. To that end, we decided to initially conduct quantitative research, with 50 (100%) of Portuguese permanent teachers in Municipal Elementary/ Middle Schools in the city of Itanhaém-SP. We have outlined an average profile of teachers, considering data related to their education, enrollment in or knowledge of reading incentive programs, teaching practices and references to youth literary publications. The second stage of the research consisted of the presentation and analysis of 4 case studies, whose objective was to highlight profiles of teachers who were avid readers, as well as their approaches to teaching literature in Elementary/ Middle schools (grades 6-9). Furthermore, we have analyzed the Reading Incentive Programs implemented during school break time (free period) from 2009 to 2016 in Itanhaem’s schools, emphasizing their formative dimensions, engagement or disapproval. Thus, we investigated the influence of teachers’ literary background over their literature teaching practices in the final years of Elementary School/Middle School. Based on the research, we have concluded that teachers who possess a closer connection to literary reading tend to build bridges between this and other cultural genres. They teach Portuguese classes with a view to the formation of polyvalent readers, favoring the construction of a literary culture throughout all Basic Education. From a theoretical perspective, the work is grounded on the Reception Aesthetics, notably on the conceptions disseminated by Umberto Eco, the postulates of Antonio Candido on the teaching of literature, and on the concepts of literary reading and reader-subject advocated by Jouve and Rouxel. Considerations on the relationship between literature and teaching are based on studies by Rocco, Antunes, Ceccantini and Ferreira, in addition to the research on continuing teacher education described by Butlen and Rösing.
The present dissertation aims at studying the relationship between the cultural and academic background of Portuguese teachers during the final years of Elementary / Middle School and the teaching of youth literature. To that end, we decided to initially conduct quantitative research, with 50 (100%) of Portuguese permanent teachers in Municipal Elementary/ Middle Schools in the city of Itanhaém-SP. We have outlined an average profile of teachers, considering data related to their education, enrollment in or knowledge of reading incentive programs, teaching practices and references to youth literary publications. The second stage of the research consisted of the presentation and analysis of 4 case studies, whose objective was to highlight profiles of teachers who were avid readers, as well as their approaches to teaching literature in Elementary/ Middle schools (grades 6-9). Furthermore, we have analyzed the Reading Incentive Programs implemented during school break time (free period) from 2009 to 2016 in Itanhaem’s schools, emphasizing their formative dimensions, engagement or disapproval. Thus, we investigated the influence of teachers’ literary background over their literature teaching practices in the final years of Elementary School/Middle School. Based on the research, we have concluded that teachers who possess a closer connection to literary reading tend to build bridges between this and other cultural genres. They teach Portuguese classes with a view to the formation of polyvalent readers, favoring the construction of a literary culture throughout all Basic Education. From a theoretical perspective, the work is grounded on the Reception Aesthetics, notably on the conceptions disseminated by Umberto Eco, the postulates of Antonio Candido on the teaching of literature, and on the concepts of literary reading and reader-subject advocated by Jouve and Rouxel. Considerations on the relationship between literature and teaching are based on studies by Rocco, Antunes, Ceccantini and Ferreira, in addition to the research on continuing teacher education described by Butlen and Rösing.
Descrição
Palavras-chave
Leitura literária, Literatura e ensino, Ensino fundamental II, Literary reading, Literature and teaching, Elementary / middle school final years