Alfabetização e letramento literário no 2° ano do ensino fundamental de nove anos: funções e usos da literatura infantil
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Data
2011-04-29
Autores
Machado, Miriam Raquel Piazzi [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, Dissertação de Mestrado em Educação da UNESP Presidente Prudente, vinculada à linha “Infância e Educação”, é resultado de uma pesquisa qualitativa, estudo de caso, realizada em uma escola pública do município de Juiz de Fora, Minas Gerais. Alfabetização e letramento são conteúdos importantes da prática pedagógica, que se somam a outros conteúdos de igual relevância para a criança nos anos iniciais. Entretanto, não basta desenvolver competências, mas também tornar o processo de aprendizagem um processo criativo, lúdico e de múltiplas consequências para as crianças. Nessa perspectiva, é que se encontra esta pesquisa, não apenas realçando o papel da alfabetização e letramento, mas aliando a essa tarefa uma outra, a do desenvolvimento integral do aprendiz, que se constrói dialogando com sua cultura, num processo ativo de aprendizagem. Assim sendo, a investigação destaca o papel da literatura na perspectiva de formar o futuro leitor e contribuir para uma aprendizagem significativa. Tomando-se como base o conceito de alfabetização, letramento e letramento literário foram feitas entrevistas semi-estruturadas e observações de aulas, buscando-se verificar e analisar como a literatura infantil era utilizada por três professoras do 2º ano do ensino fundamental. Os resultados mostraram que as professoras diferenciam alfabetização de letramento, utilizam a literatura infantil em sala de aula, muitas vezes como pretexto para alfabetizar e letrar, principalmente nos aspectos gramaticais, ortográficos e na estrutura do texto: parágrafos, travessão, letra maiúscula. As professoras empregam outros portadores de texto: rótulos e trabalham com gêneros textuais: receitas, poesias, pequenas narrativas. A escola oferece meios para a formação do leitor, através de um trabalho na biblioteca escolar, de oficinas literárias, incluindo...
This research, Master Degree thesis in Education from UNESP Presidente Prudente, linked to Children and Education field, is the result of a qualitative research, case study, conducted in a public school from Juiz de Fora, Minas Gerais, Brazil. Literacy is an important content to pedagogical practice, while is added to other contents of similar relevance to child in the first grades of school. However, it is not enough to develop skills, but also to make the process of learning a creative, playful one with multiple consequences to children. In this perspective, this research happens, not only highlighting the role of literacy, but also combining this task to another one, the one about the integral development of the learner, who constructs a dialogue with his culture, in an active process of learning. Thus, the investigation emphasizes the role of literature in the perspective to train a future reader and to contribute to a significant learning. Based on the concept of literacy and literary literacy, semi-structured interviews and classroom observations, were done looking forward to verify and to analyse how children literature was used by three teachers in the 2nd year of elementary school. The results have show that teachers differ literacy, using children literature in the classroom, often as a pretext for literacy, mainly in terms of grammar, spelling and in the structure of text: paragraphs, dashes, capital letters. The teachers used other carrier texts: labels and have worked with text genders: recipes, poems, short narratives. The school has offered facilities to train readers, by working in the school library, literary workshops, including in its calendar the Book Fair. However, it is necessary to invest in initial and continuing formation of teachers to make possible to them to comprehend and use the literary literacy in the classroom to form a community of active and autonomous readers
This research, Master Degree thesis in Education from UNESP Presidente Prudente, linked to Children and Education field, is the result of a qualitative research, case study, conducted in a public school from Juiz de Fora, Minas Gerais, Brazil. Literacy is an important content to pedagogical practice, while is added to other contents of similar relevance to child in the first grades of school. However, it is not enough to develop skills, but also to make the process of learning a creative, playful one with multiple consequences to children. In this perspective, this research happens, not only highlighting the role of literacy, but also combining this task to another one, the one about the integral development of the learner, who constructs a dialogue with his culture, in an active process of learning. Thus, the investigation emphasizes the role of literature in the perspective to train a future reader and to contribute to a significant learning. Based on the concept of literacy and literary literacy, semi-structured interviews and classroom observations, were done looking forward to verify and to analyse how children literature was used by three teachers in the 2nd year of elementary school. The results have show that teachers differ literacy, using children literature in the classroom, often as a pretext for literacy, mainly in terms of grammar, spelling and in the structure of text: paragraphs, dashes, capital letters. The teachers used other carrier texts: labels and have worked with text genders: recipes, poems, short narratives. The school has offered facilities to train readers, by working in the school library, literary workshops, including in its calendar the Book Fair. However, it is necessary to invest in initial and continuing formation of teachers to make possible to them to comprehend and use the literary literacy in the classroom to form a community of active and autonomous readers
Descrição
Palavras-chave
Educação, Alfabetização, Letramento, Literatura infanto-juvenil, Letramento Literário, Literacy, Children’s Literature, Literary Literacy
Como citar
MACHADO, Miriam Raquel Piazzi. Alfabetização e letramento literário no 2° ano do ensino fundamental de nove anos: funções e usos da literatura infantil. 2011. 166 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, 2011.