O lugar da literatura infantil no espaço educativo: vozes de professoras
Carregando...
Arquivos
Data
2019-03-26
Autores
Lima, Ana Cláudia Bazé de [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação foi empreendida no Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências, da Universidade Estadual Paulista “Júlio de Mesquita Filho” - Campus de Marília, na área de concentração de Ensino na Educação Brasileira, em estudos na Linha de Pesquisa Teoria e Práticas Pedagógicas e no Grupo de Pesquisa Processos de leitura e de escrita: apropriação e objetivação. A pesquisa teve como objetivo compreender e apontar, por meio das vozes de duas professoras de Educação Infantil da Rede Municipal de Três Lagoas/MS, o lugar da literatura infantil na formação leitora de crianças. Os pressupostos teóricos sobre desenvolvimento humano ancoram-se nas bases da teoria histórico-cultural, em diálogo com o pensamento vigotskiano do homem como ser social, com a lei geral do desenvolvimento e as funções psicológicas superiores, assim como a influência do meio, as vivências. Para compreender o ato de dizer das professoras e apontar, por meio de vozes, o lugar da literatura infantil na formação leitora de crianças, o estudo fundamenta-se também nos estudos de Vigotski, Volochinov, Bakhtin e Jakubinskij, quanto à linguagem e as vozes dos seres expressivos e falantes. Os dados foram gerados com base no encontro dialogado com as professoras, por meio do qual foi possível conhecer a narrativa de vida e como se constituiu a alteridade leitora e docente de cada uma delas. Ademais, empreendeu-se uma observação dos espaços e tempos destinados à leitura literária, cotejando tais dados gerados com o planejamento das professoras. Os resultados apontam para professoras leitoras literárias e sensíveis ao ato responsivo de formar leitores, porém, com lacunas relacionadas à organização do entorno literário propício, a vivências com a intencionalidade de desenvolver atitudes leitoras nas crianças, bem como fragilidade em relação à compreensão do ensinar o ato de ler e à significação genuína do que seja contribuir para formar leitores. No sentido amplo, os resultados contribuem para que professores compreendam que a literatura infantil emancipa e humaniza, e que o apropriar-se do ato de ler como necessidade conduz para a formação de um leitor pleno.
This master's thesis was undertaken in the Postgraduate Program in Education of the Faculty of Philosophy and Sciences of the Paulista State University "Júlio de Mesquita Filho" - Campus de Marília, in the area of concentration of Teaching in Brazilian Education, studies in the Line of Research Theory and Pedagogical Practices and in the Research Group Reading and writing processes: appropriation and objectification. The research had as objective to understand and indicate by means of two voices of two nursery school teachers from the Municipal Network of Três Lagoas / MS, the place of children's literature in children's reading training. The theoretical assumptions about human development are anchored on the basis of historical-cultural theory in dialogue with the vigotskian thought of man as a social being, with the general law of development and the higher psychological functions, as well as the influence of the environment, the experiences. In order to understand the teachers' say and to point out through voices the place of children's literature in children's reading formation, the study is also based on the studies of Volochinov, Bakhtin and Jakubinskij concerning the language and voices of expressive beings and speakers. The data were generated based on the meeting exchanged ideas with teachers, through which it was possible to meet the narrative of life and like the otherness reader and teacher of each. In addition an observation of the spaces and times destined to the literary reading, comparing such data generated with the planning of the teachers. The results point to literary teachers who are sensitive to the responsive act of forming readers, but with gaps regarding the organization of the literary environment conducive to experiences with the intentionality of developing reading attitudes in children, as well as fragility in the understanding of teaching the act of reading and in the genuine significance of what it is to contribute to forming readers. In the broad sense, the results contribute to teachers' understanding that children's literature emancipates and humanizes and that learning the act of reading as a necessity leads to the formation of a full reader.
This master's thesis was undertaken in the Postgraduate Program in Education of the Faculty of Philosophy and Sciences of the Paulista State University "Júlio de Mesquita Filho" - Campus de Marília, in the area of concentration of Teaching in Brazilian Education, studies in the Line of Research Theory and Pedagogical Practices and in the Research Group Reading and writing processes: appropriation and objectification. The research had as objective to understand and indicate by means of two voices of two nursery school teachers from the Municipal Network of Três Lagoas / MS, the place of children's literature in children's reading training. The theoretical assumptions about human development are anchored on the basis of historical-cultural theory in dialogue with the vigotskian thought of man as a social being, with the general law of development and the higher psychological functions, as well as the influence of the environment, the experiences. In order to understand the teachers' say and to point out through voices the place of children's literature in children's reading formation, the study is also based on the studies of Volochinov, Bakhtin and Jakubinskij concerning the language and voices of expressive beings and speakers. The data were generated based on the meeting exchanged ideas with teachers, through which it was possible to meet the narrative of life and like the otherness reader and teacher of each. In addition an observation of the spaces and times destined to the literary reading, comparing such data generated with the planning of the teachers. The results point to literary teachers who are sensitive to the responsive act of forming readers, but with gaps regarding the organization of the literary environment conducive to experiences with the intentionality of developing reading attitudes in children, as well as fragility in the understanding of teaching the act of reading and in the genuine significance of what it is to contribute to forming readers. In the broad sense, the results contribute to teachers' understanding that children's literature emancipates and humanizes and that learning the act of reading as a necessity leads to the formation of a full reader.
Descrição
Palavras-chave
Educação infantil, Literatura infantil no espaço educativo, Professoras em vivências literárias, Contribuição à formação do pequeno leitor, Early childhood education, Children's literature in the educational space, Teachers in literary experiences, Contribution to the formation of the little reader