Um olhar sobre as práticas de leitura dos estudantes do primeiro ano da escola superior pedagógica do Bié-Angola
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Data
2021-08-06
Autores
Cambuta, Aristides Jaime Yandelela
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem como principal finalidade compreender as práticas de leitura dos estudantes do primeiro ano da Escola Superior Pedagógica do Bié/Angola. A mesma está embasada nas diversas contribuições teórico-científicas de Chartier (1990, 1999, 2011), Foucambert (1994, 1997, 2008), Bakhtin (2009, 2011), Smith (1989, 1999) Bourdieu (2017), Silva (2000, 2003, 2009), Geraldi (2010), Freire (1996), Britto (2012, 2015), Barbosa (1998, 2009, 2001), a fim de abordar a temática sobre a leitura com base na compreensão das condições socioculturais dos estudantes, leitores, professores e membros do corpo diretivo. Para a realização da pesquisa de natureza qualitativa, fundamentada nas visões de Lüdke & André (1986), Chartier (1990), Triviños (2001), Bakhtin (2011), Ramos et. al (2003), fez-se necessário utilizar como recurso metodológico as narrativas autobiográficas a partir dos aportes de Chartier (1990), Benjamin (2012), Josso (2006) e Souza (2008). As narrativas autobiográficas serviram de instrumento de geração de dados e foram constituídas por três roteiros com tópicos abertos dirigidos a 86 estudantes do primeiro ano da Escola Superior Pedagógica do Bié, pertencentes aos cursos de Psicologia, Biologia, Geografia, Química e Educação Primária, bem como a membros do corpo diretivo e a oito professores para complementar as informações dos estudantes e fazer a triangulação dos resultados de forma a compreender as práticas de leitura dos estudantes. Os dados das narrativas revelam que, na realidade angolana e biena, fala-se de insuficiências ou de debilidades de leitura dos estudantes do primeiro ano do ensino superior, porém ainda pouco se faz para perceber as práticas de leitura dos estudantes a partir do modelo de ensino, da análise do entorno social, da historicidade ou das concepções e práticas dos professores e gestores que lidam diariamente com os estudantes. Após mapeamento, identificação e análise das práticas de leitura desses estudantes, percebeu-se que existem fatores políticos, sociais, culturais e econômicos que influenciaram e influenciam também as práticas de leitura dos discentes. Além disso, as narrativas revelam que existe um discurso enraizado no contexto escolar e social de culpabilização hierárquica dos fracassos de leitura sem se ter em conta que estes estão condicionados ao modo da organização da estrutura social, que nem sempre é favorável à formação de leitores críticos, uma vez que a forma de ensino da leitura é inadequada e muitos textos colocados à disposição dos estudantes são de autoajuda. Diante de tal cenário, urge a necessidade de se repensarem as práticas pedagógicas desde o ensino de base – em função do processo de alfabetização –, até o ensino superior, rompendo a ideia de leitura como processo de decifração, bem como com os paradigmas tradicionalistas da leitura que priorizam o ensino desta por meio da oralização.
To present research has as main purpose to understand the practices of the students' of the first year of the Pedagogic Superior School of Bié/Angola reading. The same is based in the several theoretical-scientific contributions of Chartier (1990, 1999, 2011), Foucambert (1994, 1997, 2008), Bakhtin (2009, 2011), Smith (1989, 1999) Bourdieu (2017), Silva (2000, 2003, 2009), Geraldi (2010), Freire (1996), Britto (2012, 2015), Barbosa (1998, 2009, 2001), to approach the theme on the reading with base in the understanding of the students readers' sociocultural conditions, teachers and members of the directing body. For the accomplishment of the research of qualitative nature based in the visions of Lüdke & André (1986), Chartier (1990), Triviños (2001), Bakhtin (2011), Ramos et. al (2003), it was made methodological resource to the autobiographical narratives starting from the contributions of Chartier (1990), Benjamin (2012), Josso (2006) and Souza (2008). The autobiographical narratives served as instrument of generation of data were constituted by 3 itineraries with open topics driven 86 students first year of the pedagogic superior school of Bié, belonging to the psychology courses, biology, geography, chemistry and primary education, as well as 5 members of the directing body and 8 teachers to complement the students' information and to do the triangulation of the form results to understand the practices of the students' reading. The data of the narratives reveal that, in the Angolan reality and biena, it is spoken about inadequacies or of weaknesses of the students' of the first year of the higher education reading, however still little it is done to notice the practices of the students' reading, leaving of the teaching, the analysis of the I spill social, of the historicity or of the conceptions and the teachers' practices and managers that work daily with the students. After the mapping, identification and analysis of the practices of the students' of the first year of the pedagogic superior school of Bié reading, it was noticed that exist factors political, social, cultural and economical that it had influenced and they influence the practices of the students' reading. For other, the narratives reveal that a speech exists taken root in the school and social context of the hierarchical culpabilização of the failures of the reading without having in bill that these are conditioned by the way of organization of the structural social that, not always it is favorable for the critical readers' formation, given that the form of teaching of the reading is inadequate and many texts put to the students' disposition are of self help. In face of that, it urges the need to rethink the pedagogic practices from the base teaching in function of the literacy process, to the higher education for being used in a more intense way and diversified, breaking the reading idea as decipherment, as well as the traditionalistic paradigms of the reading that prioritize the teaching of this through the oralization.
To present research has as main purpose to understand the practices of the students' of the first year of the Pedagogic Superior School of Bié/Angola reading. The same is based in the several theoretical-scientific contributions of Chartier (1990, 1999, 2011), Foucambert (1994, 1997, 2008), Bakhtin (2009, 2011), Smith (1989, 1999) Bourdieu (2017), Silva (2000, 2003, 2009), Geraldi (2010), Freire (1996), Britto (2012, 2015), Barbosa (1998, 2009, 2001), to approach the theme on the reading with base in the understanding of the students readers' sociocultural conditions, teachers and members of the directing body. For the accomplishment of the research of qualitative nature based in the visions of Lüdke & André (1986), Chartier (1990), Triviños (2001), Bakhtin (2011), Ramos et. al (2003), it was made methodological resource to the autobiographical narratives starting from the contributions of Chartier (1990), Benjamin (2012), Josso (2006) and Souza (2008). The autobiographical narratives served as instrument of generation of data were constituted by 3 itineraries with open topics driven 86 students first year of the pedagogic superior school of Bié, belonging to the psychology courses, biology, geography, chemistry and primary education, as well as 5 members of the directing body and 8 teachers to complement the students' information and to do the triangulation of the form results to understand the practices of the students' reading. The data of the narratives reveal that, in the Angolan reality and biena, it is spoken about inadequacies or of weaknesses of the students' of the first year of the higher education reading, however still little it is done to notice the practices of the students' reading, leaving of the teaching, the analysis of the I spill social, of the historicity or of the conceptions and the teachers' practices and managers that work daily with the students. After the mapping, identification and analysis of the practices of the students' of the first year of the pedagogic superior school of Bié reading, it was noticed that exist factors political, social, cultural and economical that it had influenced and they influence the practices of the students' reading. For other, the narratives reveal that a speech exists taken root in the school and social context of the hierarchical culpabilização of the failures of the reading without having in bill that these are conditioned by the way of organization of the structural social that, not always it is favorable for the critical readers' formation, given that the form of teaching of the reading is inadequate and many texts put to the students' disposition are of self help. In face of that, it urges the need to rethink the pedagogic practices from the base teaching in function of the literacy process, to the higher education for being used in a more intense way and diversified, breaking the reading idea as decipherment, as well as the traditionalistic paradigms of the reading that prioritize the teaching of this through the oralization.
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Palavras-chave
Práticas de leitura dos estudantes, Narrativas autobiográficas, Ensino superior, Angola, Practices of reading of the students, Autobiographical narratives, Higher education