Calcanhar de Aquiles: um estudo sobre quatro projetos de leitura implantados pelo governo de São Paulo no ensino fundamental, ciclo II, de 2000-2007
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Data
2010-06-24
Autores
Batista, Valdirene Barboza de Araújo [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação é o resultado de uma pesquisa desenvolvida durante três anos, direcionada para o estudo de quatro projetos de leitura implementados pela Secretaria de Educação do Estado de São Paulo, no âmbito do ensino fundamental, de 5ª a 8ª série, no período de 2000 a 2007, sendo eles: “Ensinar e Aprender: construindo uma proposta” (2000/2001), “Tecendo Leituras” (2004/2005), “Ler e Viver: compreensão leitora” (2005) e “Hora da Leitura” (2005/2007). Como objetivo geral, buscou-se descrever e analisar a configuração textual de cada um deles, nos moldes propostos por Maria do Rosário Longo Mortatti (UNESP-Marília), com vistas a compreender os objetivos e necessidades de suas implantações, na esfera de ações voltadas para o fomento do livro e da leitura nesse Estado. A partir do desenvolvimento deste estudo, foi possível articular a implementação desses projetos às discussões sobre a necessidade de (re)democratização do ensino no país, ocorridas, mais especificamente, a partir das décadas de 1980 e 1990, pautadas no questionamento acerca do papel social a ser desempenhado pela escola e pela educação, período em que se passou a almejar mais intensivamente um novo modelo de escola: a “escola democrática”, “inclusiva” e “acolhedora”, na qual a aprendizagem da leitura e da escrita passou a ser considerada como condição básica para o exercício pleno da cidadania. A análise de alguns aspectos formais e conteudísticos do conjunto de documentos produzidos no âmbito da implantação e desenvolvimento desses quatro projetos mostram que, embora cada qual tenha as suas características próprias, é possível observar uma série de fenômenos imbricados em suas configurações textuais, destacando-se, entre eles, os fatos de que os quatro...
This work is the result of a research developed over three years, directed towards the study of four reading projects implemented by the Education Department of the State of São Paulo, within the elementary school, from 5th to 8th grades from 2000 to 2007, which were: “Teaching and Learning: building a proposal” (2000/2001), “Weaving Readings” (2004/2005), “Reading and Living: reading comprehension” (2005) and “Reading Time” (2005 / 2007). As the general objective, we attempted to describe and analyze the configuration of each text, as proposed by Maria do Rosario Longo Mortatti (UNESP, Marília), in order to understand the goals and needs of their deployments in the realm of actions for promoting books and reading in that State. From this study, it was possible to coordinate the implementation of these projects to the discussions about the need to (re)democratization of education in the country, occurring more specifically, from the 1980s and 1990s, rooted in the questioning about the role being played by the school and the education period in which they now crave more intensively a new type of school: the “democratic school”, “inclusive” and “receptive”, in which reading and writing became considered as the basic condition for the full exercise of citizenship. The analysis of some formal aspects and the subjects on the set of documents produced within the development and deployment of these four projects show that, although each one has its own characteristics, it is possible to observe a series of overlapping phenomena in their textual settings, highlighting among them, the fact that the four projects were created to try to solve a problem... (Complete abstract click electronic access below)
This work is the result of a research developed over three years, directed towards the study of four reading projects implemented by the Education Department of the State of São Paulo, within the elementary school, from 5th to 8th grades from 2000 to 2007, which were: “Teaching and Learning: building a proposal” (2000/2001), “Weaving Readings” (2004/2005), “Reading and Living: reading comprehension” (2005) and “Reading Time” (2005 / 2007). As the general objective, we attempted to describe and analyze the configuration of each text, as proposed by Maria do Rosario Longo Mortatti (UNESP, Marília), in order to understand the goals and needs of their deployments in the realm of actions for promoting books and reading in that State. From this study, it was possible to coordinate the implementation of these projects to the discussions about the need to (re)democratization of education in the country, occurring more specifically, from the 1980s and 1990s, rooted in the questioning about the role being played by the school and the education period in which they now crave more intensively a new type of school: the “democratic school”, “inclusive” and “receptive”, in which reading and writing became considered as the basic condition for the full exercise of citizenship. The analysis of some formal aspects and the subjects on the set of documents produced within the development and deployment of these four projects show that, although each one has its own characteristics, it is possible to observe a series of overlapping phenomena in their textual settings, highlighting among them, the fact that the four projects were created to try to solve a problem... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Leitura, Ensino fundamantal, Reading, Reading Projects, Readers Development, Elementary School
Como citar
BATISTA, Valdirene Barboza de Araújo. Calcanhar de Aquiles: um estudo sobre quatro projetos de leitura implantados pelo governo de São Paulo no ensino fundamental, ciclo II, de 2000-2007. 2010. 280 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Assis, 2010.