Literatura infantil, ensino da língua inglesa e estratégias de leitura: contribuições à humanização das crianças nos anos iniciais do ensino fundamental
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Data
2022-02-25
Autores
Kondo, Letícia
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Universidade Estadual Paulista (Unesp)
Resumo
Esta Dissertação, fruto de pesquisa de mestrado, foi desenvolvida junto à linha de pesquisa Teoria e Práticas Pedagógicas do Programa de Pós-Graduação em Educação (PPGE) da Faculdade de Filosofia e Ciências (FFC) da Universidade Estadual Paulista (Unesp) campus de Marília. Durante o percurso de pesquisa, buscou-se repensar acerca da linguagem e dissociar o ensino de línguas da concepção de transmissão de vocábulos soltos e estruturas gramaticais prontas, defendendo, assim, que as aulas de Língua Inglesa precisam ser planejadas com o intuito de proporcionar a emancipação e humanização das crianças, qualificando-as a pensar sobre o valor das diferenças globais e culturais. Deste modo, o objetivo geral e orientador da pesquisa é analisar as possibilidades humanizadoras do trabalho com Literatura Infantil e estratégias de leitura no ensino da Língua Inglesa com crianças dos anos iniciais do Ensino Fundamental. Para alcançar tal objetivo proposto, foi realizada uma revisão da literatura produzida na área e estudo bibliográfico de artigos, teses e dissertações obtidos por meio de buscas realizadas nas plataformas SciELO e CAPES; análise dos documentos oficiais norteadores para ensino da LI nas escolas de Ensino Fundamental anos finais; estudo de três obras infantis de autor renomado no meio editorial e acadêmico, editadas em inglês, evidenciando a qualidade estético-literária e potencial para serem trabalhadas pelo viés da abordagem do ensino das estratégias de leitura. O referencial teórico acerca da Leitura e da Literatura foi fundamentado a partir de estudiosos do campo como Arena, Bajard, Foucambert, Montes, Bajour, Jolibert, Candido, Linden, Girotto, Souza, Oliveira, Cabral dentre outros. A filosofia da linguagem e pressupostos como dialogismo, enunciado, signo, alteridade, excedente de visão, contrapalavra e não-álibi da existência encontram-se defendidos pelos russos Bakhtin, Volóchinov e Medviédev. Com relação aos estudos acerca do ensino da Língua Inglesa para crianças, as leituras foram embasadas em Rocha, Agra, Leffa, Irala, Tonelli, Chaguri, Kawachi-Furlan e Malta. Os resultados sugerem que o trabalho com os livros de Literatura Infantil – cujos valores estéticos e literários sejam emancipadores e oportunos ao alargamento de consciências – e o ensino das estratégias de leitura favorecem às crianças um ensino humanizador, no qual elas participem como protagonistas, juntamente ao professor.
This dissertation, the result of a master's research, was developed along the Theory and Pedagogical Practices research line of the Graduate Program in Education (PPGE) of the Faculty of Philosophy and Sciences (FFC) of the Universidade Estadual Paulista (Unesp) in Marília campus. During the course of the research, it was sought to rethink about language and dissociate language teaching from the concept of transmitting loose words and readymade grammatical structures, thus defending that English language classes need to be planned in order to provide children’s emancipation and humanization, qualifying them to think about the value of global and cultural differences. Thus, the general and guiding objective of the research is to analyze the humanizing possibilities of working with Children's Literature and reading strategies in the English teaching with children in the early years of Elementary School. To achieve this proposed objective, a literature review was carried out in the area and a bibliographic study of articles, theses and dissertations obtained through searches carried out on the SciELO and CAPES platforms; analysis of the official documents that guide the teaching of LI in Elementary Schools in the final years; study of three children's works by a renowned author in the editorial and academic world, edited in English, evidencing the aesthetic-literary quality and potential to be worked on through the approach of teaching reading strategies. The theoretical framework about Reading and Literature was based on scholars in the field such as Arena, Bajard, Foucambert, Montes, Bajour, Jolibert, Candido, Linden, Girotto, Souza, Oliveira, Cabral, among others. The philosophy of language and assumptions such as dialogism, utterance, sign, otherness, surplus of vision, counterword and non-alibi of existence are defended by the Russians Bakhtin, Volóchinov and Medviédev. Regarding studies on teaching English to children, the readings were based on Rocha, Agra, Leffa, Irala, Tonelli, Chaguri, Kawachi-Furlan and Malta. The results suggest that the work with Children's Literature books - whose aesthetic and literary values are emancipatory and opportune to the expansion of consciousness - and the teaching of reading strategies favor children a humanizing teaching, in which they participate as protagonists, together with the teacher.
This dissertation, the result of a master's research, was developed along the Theory and Pedagogical Practices research line of the Graduate Program in Education (PPGE) of the Faculty of Philosophy and Sciences (FFC) of the Universidade Estadual Paulista (Unesp) in Marília campus. During the course of the research, it was sought to rethink about language and dissociate language teaching from the concept of transmitting loose words and readymade grammatical structures, thus defending that English language classes need to be planned in order to provide children’s emancipation and humanization, qualifying them to think about the value of global and cultural differences. Thus, the general and guiding objective of the research is to analyze the humanizing possibilities of working with Children's Literature and reading strategies in the English teaching with children in the early years of Elementary School. To achieve this proposed objective, a literature review was carried out in the area and a bibliographic study of articles, theses and dissertations obtained through searches carried out on the SciELO and CAPES platforms; analysis of the official documents that guide the teaching of LI in Elementary Schools in the final years; study of three children's works by a renowned author in the editorial and academic world, edited in English, evidencing the aesthetic-literary quality and potential to be worked on through the approach of teaching reading strategies. The theoretical framework about Reading and Literature was based on scholars in the field such as Arena, Bajard, Foucambert, Montes, Bajour, Jolibert, Candido, Linden, Girotto, Souza, Oliveira, Cabral, among others. The philosophy of language and assumptions such as dialogism, utterance, sign, otherness, surplus of vision, counterword and non-alibi of existence are defended by the Russians Bakhtin, Volóchinov and Medviédev. Regarding studies on teaching English to children, the readings were based on Rocha, Agra, Leffa, Irala, Tonelli, Chaguri, Kawachi-Furlan and Malta. The results suggest that the work with Children's Literature books - whose aesthetic and literary values are emancipatory and opportune to the expansion of consciousness - and the teaching of reading strategies favor children a humanizing teaching, in which they participate as protagonists, together with the teacher.
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Palavras-chave
Educação, Literatura infantil, Ensino de língua inglesa nos anos iniciais do ensino fundamental, Estratégias de leitura, Filosofia da linguagem, Education, Children's literature, Teaching english in the early years of elementary school, Reading strategies, Philosophy of language
Como citar
KONDO, Letícia. Literatura infantil, ensino da língua inglesa e estratégias de leitura: contribuições à humanização das crianças nos anos iniciais do ensino fundamental. Universidade Estadual Paulista (Unesp), 2022.