Leitura, literatura infantil e estratégias de leitura no contexto escolar: concepções e práticas
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Data
2013
Autores
Bataus, Vanessa [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa procura realizar um estudo acerca do trabalho pedagógico relacionado à literatura infantil nos anos iniciais do ensino fundamental. Tem por objetivos compreender (1) as representações da coordenadora pedagógica da escola parceira da pesquisa no que se refere às estratégias de leitura concebidas por Presley (2002) e Harvey e Goudvis (2008) e sua mediação para o trabalho de formação continuada com os professores durante o HEC e (2) a transposição didática realizada por uma professora do grupo docente da escola, em função de como ela elaborou o conceito de estratégias de leitura a partir dos encontros pedagógicos. Mediante abordagem qualitativa, a partir de pesquisa do tipo etnográfico, centrada em observação, entrevista semi-estruturada e análise documental, foi possível estabelecer paralelos entre concepções e práticas com relação à atividade literária, e, consequentemente, à leitura. Para a realização da pesquisa, foram observados cinco encontros dos HECs em que as estratégias de leitura foram trabalhadas e seis aulas de uma turma de 2º ano em que a professora planejou e desenvolveu as oficinas de leitura, momentos específicos em sala de aula nos quais o professor promove o ensino das estratégias atrelado à literatura infantil. A pesquisa indica que não é suficiente o professor dispor de novas metodologias que orientem sua prática pedagógica se suas concepções não lhe proporcionam as bases para pensar a leitura como compreensão, a literatura infantil como arte e não como pretexto que tenha outros objetivos que não seja a atividade literária, o aluno como um sujeito ativo diante de seu processo de aprendizagem e de compreensão, as estratégias de leitura como operações intelectuais e seu próprio papel de mediador, já que os saberes se constituem nas relações intersubjetivas e sua apropriação implica a interação com o parceiro mais experiente portador desses saberes
This research seeks to conduct a study on the educational work related to children's literature in the early years of elementary school. It aims to understand (1) the representation of pedagogical coordinator of the partner school of research in relation to reading strategies designed by Presley (2002) and Harvey and Goudvis (2008) and its mediation to work continuing education with teachers during the HEC and (2) the didactic transposition performed by a teacher oh the school, depending on how she developed the concept of reading strategies from educational meetings. Through qualitative approach, based on ethnographic research, focusing on observation, semistructured interviews and documentary analysis, could draw parallels between concepts and practices with respect to literary activity, and hence the reading. To perform the study, we observed five meetings of HECs in which reading strategies were worked and six classes of 2nd year in which the teacher has planned and developed the reading workshops, specific moments in the classroom where the teacher promotes teaching strategies tied to children's literature. Research indicates that teachers have no use of new methodologies that guide their teaching practice if his views did not provide the basis for thinking like reading comprehension, children's literature as art and not as a pretext that has other goals than the activity literary, the student as an active subject in front of his process of learning and understanding, reading strategies as intellectual operations and its own role as a mediator, since they constitute knowledge in interpersonal relations and their appropriation involves interaction with partner savvy bearer of this knowledge
This research seeks to conduct a study on the educational work related to children's literature in the early years of elementary school. It aims to understand (1) the representation of pedagogical coordinator of the partner school of research in relation to reading strategies designed by Presley (2002) and Harvey and Goudvis (2008) and its mediation to work continuing education with teachers during the HEC and (2) the didactic transposition performed by a teacher oh the school, depending on how she developed the concept of reading strategies from educational meetings. Through qualitative approach, based on ethnographic research, focusing on observation, semistructured interviews and documentary analysis, could draw parallels between concepts and practices with respect to literary activity, and hence the reading. To perform the study, we observed five meetings of HECs in which reading strategies were worked and six classes of 2nd year in which the teacher has planned and developed the reading workshops, specific moments in the classroom where the teacher promotes teaching strategies tied to children's literature. Research indicates that teachers have no use of new methodologies that guide their teaching practice if his views did not provide the basis for thinking like reading comprehension, children's literature as art and not as a pretext that has other goals than the activity literary, the student as an active subject in front of his process of learning and understanding, reading strategies as intellectual operations and its own role as a mediator, since they constitute knowledge in interpersonal relations and their appropriation involves interaction with partner savvy bearer of this knowledge
Descrição
Palavras-chave
Literatura infanto-juvenil, Leitura – Estudo e ensino, Pratica de ensino
Como citar
BATAUS, Vanessa. Leitura, literatura infantil e estratégias de leitura no contexto escolar: concepções e práticas. 2013. 157 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Filosofia e Ciências de Marília, 2013.