O ensino dos atos de leitura utilizando a web
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Data
2021-12-10
Autores
Silva, Adriana Naomi Fukushima da
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho relata o resultado de pesquisa que teve por objetivo geral analisar os processos de apropriação dos atos de leitura através da web em situações de encontros dialogados com onze interlocutores, 10 crianças com idade entre seis e oito anos e eu, numa escola de ensino fundamental de um município de grande porte do Estado de São Paulo. Para isso, à luz do referencial teórico do Círculo de Bakhtin, da pesquisa de cunho qualitativo e da metodologia de pesquisa colaborativa, os dados foram gerados por meio de revisão bibliográfica, leitura do material e desenvolvimento de situações de leitura no ambiente escolar. A geração de dados em um ambiente escolar ocorreu com o intuito de desenvolver situações de ensino dos atos de leitura utilizando a web de modo que pudessem ocorrer o diálogo e as relações de alteridade entre os interlocutores da pesquisa. Os dados foram gerados em uma escola municipal de um município de grande porte do Estado de São Paulo nos meses de abril a dezembro de 2018. Foram propostas situações de leitura de gêneros discursivos em encontros dialogados, nos quais os interlocutores tiveram oportunidade de aprender a ler gêneros discursivos, à escolha deles, utilizando a web como suporte. Os dados foram transcritos e analisados com base em quatro eixos temáticos: O outro em mim: compreensão de leitura; Leitura e seus suportes através dos tempos; Relações Entre Os Interlocutores e os Gêneros Discursivos; e Atos de leitura. A partir da geração colaborativa dos dados, da organização, discussão e de sua análise à luz do referencial teórico apoiado nas concepções de leitura, cronotopo, alteridade e posição responsiva do Círculo de Bakhtin, a análise permitiu verificar que as compreensões de leitura das crianças estão ligadas à área que defende a redução da escrita a um código que permita a decodificação, possivelmente devido à forma como os pais e as professoras veem o ensino das técnicas de decodificação. Para as crianças, o suporte de leitura relaciona-se com os suportes físicos porque estes são os suportes utilizados na escola para ensinar a criança a ler. Ao aprenderem atos de leitura pela web, as crianças passaram a utilizar gestos característicos deste suporte e as ferramentas disponíveis nele para assumir posições responsivas. No que se refere ao ensino dos atos de leitura, foi possível verificar que compreender a estrutura do gênero contribuiu para a tomada de posição e aprender estes atos possibilitou ao leitor buscar pelas informações e dialogar com texto, de modo a se alterar e compreender o texto. De modo geral, é possível concluir que os processos de apropriação dos atos de leitura pela a web contribuíram para a formação de leitores que tomam posições responsivas sobre o que leem utilizando gestos em um suporte que se aproxima daquilo que é usado fora do ambiente escolar.
This work reports the result of research whose general objective was to analyze the processes of appropriation of the acts of reading through the web in situations of dialogued meetings with eleven interlocutors, 10 children aged between six and eight years and me, in an elementary school in a large city in the State of São Paulo. For this, in the light of the theoretical framework of the Bakhtin Circle, qualitative research, and collaborative research methodology, data were generated through literature review, material reading, and development of reading situations in the school environment. The generation of data in a school environment took place intending to develop teaching situations of reading acts using the web so that dialogue and alterity relations between the research interlocutors could occur. The data were generated in a municipal school in a large city in the State of São Paulo from April to December 2018. Situations of reading discursive genres were proposed in dialogued meetings, in which the interlocutors had the opportunity to learn how to read discursive genres, of their choice, using the web as support. Data were transcribed and analyzed based on four thematic axes: The other in me: reading comprehension; Reading and its supports through the ages; Relations Between Interlocutors and Discursive Genres; and Acts of Reading. From the collaborative generation of data, organization, discussion, and its analysis in the light of the theoretical framework supported by the conceptions of reading, chronotope, alterity, and responsive position of the Bakhtin Circle, the analysis made it possible to verify that children's reading comprehensions are linked to the area that advocates the reduction of writing to a code that allows decoding, possibly due to the way parents and teachers view the teaching of decoding techniques. For children, reading support is related to physical support because these are the supports used in school to teach children to read. When learning acts of reading through the web, children began to use gestures characteristic of this support and the tools available in it to assume responsive positions. Regarding the teaching of reading acts, it was possible to verify that understanding the structure of the genre contributed to taking a position, and learning these acts enabled the reader to search for information and dialogue with the text, to change and understand the text. In general, it is possible to conclude that the processes of appropriation of the acts of reading through the web contributed to the formation of readers who take responsive positions on what they read using gestures in support that approaches what is used outside the school environment.
This work reports the result of research whose general objective was to analyze the processes of appropriation of the acts of reading through the web in situations of dialogued meetings with eleven interlocutors, 10 children aged between six and eight years and me, in an elementary school in a large city in the State of São Paulo. For this, in the light of the theoretical framework of the Bakhtin Circle, qualitative research, and collaborative research methodology, data were generated through literature review, material reading, and development of reading situations in the school environment. The generation of data in a school environment took place intending to develop teaching situations of reading acts using the web so that dialogue and alterity relations between the research interlocutors could occur. The data were generated in a municipal school in a large city in the State of São Paulo from April to December 2018. Situations of reading discursive genres were proposed in dialogued meetings, in which the interlocutors had the opportunity to learn how to read discursive genres, of their choice, using the web as support. Data were transcribed and analyzed based on four thematic axes: The other in me: reading comprehension; Reading and its supports through the ages; Relations Between Interlocutors and Discursive Genres; and Acts of Reading. From the collaborative generation of data, organization, discussion, and its analysis in the light of the theoretical framework supported by the conceptions of reading, chronotope, alterity, and responsive position of the Bakhtin Circle, the analysis made it possible to verify that children's reading comprehensions are linked to the area that advocates the reduction of writing to a code that allows decoding, possibly due to the way parents and teachers view the teaching of decoding techniques. For children, reading support is related to physical support because these are the supports used in school to teach children to read. When learning acts of reading through the web, children began to use gestures characteristic of this support and the tools available in it to assume responsive positions. Regarding the teaching of reading acts, it was possible to verify that understanding the structure of the genre contributed to taking a position, and learning these acts enabled the reader to search for information and dialogue with the text, to change and understand the text. In general, it is possible to conclude that the processes of appropriation of the acts of reading through the web contributed to the formation of readers who take responsive positions on what they read using gestures in support that approaches what is used outside the school environment.
Descrição
Palavras-chave
Educação, Ensino do ato de ler, Atos de leitura, Teoria Bakhtiniana, Web, Education, Teaching the act of reading, Acts of reading, Bakhtin theoretical
Como citar
Silva, Adriana Naomi Fukushima da. O ensino dos atos de leitura utilizando a web. Universidade Estadual Paulista (Unesp), 2022.