Hora da leitura: mediação e formação de leitores literários
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Data
2020-08-27
Autores
Carneiro, Ana Paula [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa vinculada à linha “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-Graduação em Educação da FCT/Unesp, Presidente Prudente/SP, analisa como o momento denominado Hora da Leitura acontece em uma escola pública da Secretaria Municipal de Educação de Presidente Prudente/SP. O estudo visa observar e analisar como as mediações de leitura realizadas por um grupo de professoras alfabetizadoras acontecem em sala de aula. Busca analisar qual é a concepção teórica metodológica de leitura literária que fundamenta a prática de um grupo de professoras. Pois, a hipótese inicial é a de que muitas vezes o texto selecionado e utilizado para esse momento não é literário. E a mediação é inadequada, o trabalho não está centrado exclusivamente na seleção das obras pelas professoras, mas muito na mediação de leitura. Justifica-se que a rede é composta por uma grande quantidade de escolas e, por isso, o estudo aqui presente volta o seu olhar para uma unidade de ensino, a fim de compreender as mediações de leitura que ali acontecem e que podem ser realizadas em outras unidades de ensino. De maneira qualitativa a pesquisa vale-se do estudo de caso como eixo norteador e utiliza, também, questionário e entrevistas semiestruturadas como instrumentos que apresentam o perfil desse mediador de leitura e refletem acerca da prática da leitura literária na escola. Por meio da triangulação dos dados obtidos com os questionários, observações e entrevistas fundamenta-se uma análise do cenário escolhido. Investiga os documentos oficiais de leitura do município e pesquisa bibliográfica para sustentar as discussões teóricas do corpus. Reflete sobre a hipótese inicial de que pouco se ensina a ler literatura na escola. Com base nos estudos de Frank Smith, Teresa Colomer, Paulo Freire, Rildo Cosson, Jean Foucambert, Elie Bajard, Isabel Solé, Délia Lerner, Ezequiel Theodoro da Silva, Magda Soares e Renata Junqueira de Souza, aprofundamos a discussão sobre teorias com enfoque em leitura, mediação de leitura, literatura infantil e formação do leitor literário. Como conclusão afirmamos que as práticas e mediações de leitura realizadas pelas professoras alfabetizadoras durante a Hora da Leitura ajudam parcialmente na formação do leitor literário. A Hora da Leitura é uma situação de aprendizagem no qual o professor por meio da proferição do texto lido em voz alta aos alunos, propicia o despertar do imaginário. A leitura dos textos literários é uma atividade criadora, que desperta o imaginário e a fantasia das crianças por meio dela desenvolvemos a sensibilidade humana. Enfim, para uma boa prática de leitura, precisamos primeiramente conhecer a teoria literária, reforçamos que a teoria literária relaciona-se à academia e aos críticos que, por sua vez, relacionam-se com os critérios de seleção dos livros para que até um leitor de graduação consiga compreender, e assim definir nosso conceito de leitura, pois é ele que irá direcionar o planejamento. Finalizando a trajetória dessa pesquisa, salientamos que na escola é possível ensinarmos estratégias de leitura que contribuem para a formação do leitor. Além do mais, concluímos que essa prática precisa ser planejada e intencional, com objetivos muito bem definidos, sendo a mediação do professor a chave para uma aprendizagem significativa do ensino da literatura. Esperamos contribuir para se pensar em formação de professores em leitura literária dentro do município de Presidente Prudente/SP.
This research, which is linked to the line “Processos Formativos, Ensino e Aprendizagem” of the Programa de Pós-Graduação em Educação da FCT/Unesp, Presidente Prudente/SP, analyzes how the moment called Hora da Leitura happens in a public school of the Secretaria Municipal de Educação from Presidente Prudente/SP. The goal of this study is to observe and analyze how the reading mediations performed by a group of alphabetizer teachers happen in the classroom. It seeks to analyze the theoretical methodological conception of literary reading that underlies the practice of a group of teachers. The initial hypothesis is that often the text selected and used for that moment is not literary. And the mediation is inadequate; the work is not centered exclusively on the selection of literary works by teachers, but a lot on reading mediation. The network is composed of a large number of schools and, therefore, the study presented here turns its gaze to a teaching unit, in order to understand the mediations of reading that happen there and that can be carried out in other teaching units. In a qualitative way, the research uses the case study as a guiding axis and also uses a questionnaire and semistructured interviews as instruments that present the profile of this reading mediator and reflect on the practice of literary reading at school. Through the triangulation of the data obtained with the questionnaires, observations and interviews, an analysis of the chosen scenario is based. It investigates the official documents of reading of the municipality and bibliographic research to support the theoretical discussions of the corpus. It reflects on the initial hypothesis that reading literature is not much taught at school. Based on the studies of Frank Smith, Teresa Colomer, Paulo Freire, Rildo Cosson, Jean Foucambert, Elie Bajard, Isabel Solé, Délia Lerner, Ezequiel Theodoro da Silva, Magda Soares and Renata Junqueira de Souza, we deepened the discussion on theories with a focus on reading, reading mediation, children's literature and literary reader training. As a conclusion, we affirm that the reading practices and mediations carried out by alphabetizer teachers during the Hora da Leitura partially help in the formation of the literary reader. Hora da Leitura is a learning situation in which the teacher, by uttering the text read aloud to students, allows the awakening of the imaginary. Reading literary texts is a creative activity, which awakens the imagination and fantasy of children through which we develop human sensitivity. Finally, for a good reading practice, we first need to know the literary theory, we reinforce that the literary theory is related to the academy and the critics who, in turn, are related to the selection criteria of the books so that even an undergraduate reader can understand, and thus define our concept of reading, because this is what will direct the planning. Concluding the trajectory of this research, we emphasize that it is possible to teach reading strategies at school that contribute to the formation of the reader. Furthermore, we conclude that this practice needs to be planned and intentional, with very well defined objectives, with the mediation of the teacher being the key to a meaningful learning of the teaching of literature. We hope to contribute to thinking about teacher training in literary reading in the municipality of Presidente Prudente/SP.
This research, which is linked to the line “Processos Formativos, Ensino e Aprendizagem” of the Programa de Pós-Graduação em Educação da FCT/Unesp, Presidente Prudente/SP, analyzes how the moment called Hora da Leitura happens in a public school of the Secretaria Municipal de Educação from Presidente Prudente/SP. The goal of this study is to observe and analyze how the reading mediations performed by a group of alphabetizer teachers happen in the classroom. It seeks to analyze the theoretical methodological conception of literary reading that underlies the practice of a group of teachers. The initial hypothesis is that often the text selected and used for that moment is not literary. And the mediation is inadequate; the work is not centered exclusively on the selection of literary works by teachers, but a lot on reading mediation. The network is composed of a large number of schools and, therefore, the study presented here turns its gaze to a teaching unit, in order to understand the mediations of reading that happen there and that can be carried out in other teaching units. In a qualitative way, the research uses the case study as a guiding axis and also uses a questionnaire and semistructured interviews as instruments that present the profile of this reading mediator and reflect on the practice of literary reading at school. Through the triangulation of the data obtained with the questionnaires, observations and interviews, an analysis of the chosen scenario is based. It investigates the official documents of reading of the municipality and bibliographic research to support the theoretical discussions of the corpus. It reflects on the initial hypothesis that reading literature is not much taught at school. Based on the studies of Frank Smith, Teresa Colomer, Paulo Freire, Rildo Cosson, Jean Foucambert, Elie Bajard, Isabel Solé, Délia Lerner, Ezequiel Theodoro da Silva, Magda Soares and Renata Junqueira de Souza, we deepened the discussion on theories with a focus on reading, reading mediation, children's literature and literary reader training. As a conclusion, we affirm that the reading practices and mediations carried out by alphabetizer teachers during the Hora da Leitura partially help in the formation of the literary reader. Hora da Leitura is a learning situation in which the teacher, by uttering the text read aloud to students, allows the awakening of the imaginary. Reading literary texts is a creative activity, which awakens the imagination and fantasy of children through which we develop human sensitivity. Finally, for a good reading practice, we first need to know the literary theory, we reinforce that the literary theory is related to the academy and the critics who, in turn, are related to the selection criteria of the books so that even an undergraduate reader can understand, and thus define our concept of reading, because this is what will direct the planning. Concluding the trajectory of this research, we emphasize that it is possible to teach reading strategies at school that contribute to the formation of the reader. Furthermore, we conclude that this practice needs to be planned and intentional, with very well defined objectives, with the mediation of the teacher being the key to a meaningful learning of the teaching of literature. We hope to contribute to thinking about teacher training in literary reading in the municipality of Presidente Prudente/SP.
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Palavras-chave
Leitura, Hora da leitura, Mediação de leitura, Literatura infantil e formação do leitor literário, Reading, Reading mediation, Children's literature and literary reader training