Dom Casmurro: um clássico na educação de jovens e adultos
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Data
2017-08-29
Autores
Ito, Tammy Silveira [UNESP]
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Universidade Estadual Paulista (Unesp)
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Bentinho, Capitu, Escobar, Dona Glória, José Dias e Ezequiel; personagens da obra Dom Casmurro que se fundem a essa escrita para compor o presente trabalho de dissertação, cujo objetivo principal é tecer uma leitura compartilhada de um livro clássico com educandos/as da Educação de Jovens e Adultos (EJA) de uma instituição pública de Rio Claro/SP, a partir do desenvolvimento da atividade de Tertúlia Literária Dialógica (TLD). A TLD é uma atividade de leitura coletiva e dialógica dos clássicos da literatura, na qual os/as participantes compartilham suas compreensões do que foi lido a partir da sua leitura de mundo. Trata-se de uma investigação de natureza qualitativa, cujos procedimentos envolvem a seleção coletiva da obra clássica que foi lida na atividade e o desenvolvimento dos dez encontros em sala de aula para a leitura de Dom Casmurro, livro selecionado coletivamente. A partir disso, foi observada a participação dos/as educandos/as na atividade de TLD, bem como o registro escrito desses/as participantes. Todos os encontros foram gravados e posteriormente transcritos, nos quais os dados produzidos e coletados foram organizados em eixos temáticos disparados a partir das falas dos/as participantes que nos contam sobre o processo de leitura de pessoas pouco escolarizadas. Amparamo-nos nos principais estudos da Aprendizagem Dialógica, base teórico-metodológica que orienta a atividade aqui descrita. Como resultados, mostramos a necessidade da criação de ambientes dialógicos; o potencial da leitura dialógica no espaço escolar; a valorização da leitura compartilhada; o reconhecimento da inteligência cultural de cada educando/a; o destaque da cultura oral na EJA e o rompimento de muros que separam pessoas pouco escolarizadas das obras clássicas.
Bentinho, Capitu, Escobar, Dona Glória, José Dias and Ezequiel; characters from Dom Casmurro that merge to this writing to compose the present work of dissertation, whose main objective is to weave a shared reading of a classic book with students of Youth and Adult Education (YAE) of a public institution from Rio Claro / SP, by the development of the activity of Dialogic Literary Gatherings (DLG). The DLG is a collective and dialogic reading activity of the literature classics, which participants share their understandings of what was read from their reading of the world. It is a qualitative research and procedures involve the collective selection of the classic work that was read in the activity and the development of the ten meetings in the classroom for the reading of Dom Casmurro, book collectively selected. From this, the participation of the students in the TLD activity was observed, as well as the written record of the participants. All the meetings were recorded and later transcribed, and the data produced and collected were organized in thematic axes triggered from the speeches of the participants who tell us about the process of reading of poorly schooled people. We focus on the main studies of Dialogic Learning, a theoretical-methodological basis that guides the activity described here. As a result, we show the need to create dialogic environments; the potential of the dialogic reading in the school space; the value of shared reading; recognition of each student's cultural intelligence; the highlight of the oral culture in the YAE and the breaking down of walls separating people with little schooling from the classical works.
Bentinho, Capitu, Escobar, Dona Glória, José Dias and Ezequiel; characters from Dom Casmurro that merge to this writing to compose the present work of dissertation, whose main objective is to weave a shared reading of a classic book with students of Youth and Adult Education (YAE) of a public institution from Rio Claro / SP, by the development of the activity of Dialogic Literary Gatherings (DLG). The DLG is a collective and dialogic reading activity of the literature classics, which participants share their understandings of what was read from their reading of the world. It is a qualitative research and procedures involve the collective selection of the classic work that was read in the activity and the development of the ten meetings in the classroom for the reading of Dom Casmurro, book collectively selected. From this, the participation of the students in the TLD activity was observed, as well as the written record of the participants. All the meetings were recorded and later transcribed, and the data produced and collected were organized in thematic axes triggered from the speeches of the participants who tell us about the process of reading of poorly schooled people. We focus on the main studies of Dialogic Learning, a theoretical-methodological basis that guides the activity described here. As a result, we show the need to create dialogic environments; the potential of the dialogic reading in the school space; the value of shared reading; recognition of each student's cultural intelligence; the highlight of the oral culture in the YAE and the breaking down of walls separating people with little schooling from the classical works.
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Palavras-chave
Leitura, Tertúlia literária dialógica, Obras clássicas, Literatura brasileira, Reading, Dialogic literary gatherings, Classic, Brazilian literature