A formação do professor leitor em duas gerações consecutivas
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| Main Author: | |
|---|---|
| Publication Date: | 2018 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/8440 |
Summary: | The research focuses on the process of teacher training, contrasting a group of ten teachers who are starting their teaching activities, considering the period of up to five years, with another group of ten teachers, with twenty-five years or more of teaching. For this, the investigation was carried out in schools of the municipal education network of Marau / RS, with teachers of Childhood Education to the 9th year of Elementary School. Thus, this work aims to analyze the reading practice in teacher training in two consecutive generations, in order to identify the experiences lived in this process that delimited a more effective formation. In order to achieve the proposed objectives, it will be presented fundamentals about reading and its role within the school, highlighting its importance for the student's formation in the light of the thinking defended by several theorists of the area, among them: Regina Zilberman (2001), Marisa Lajolo (1997), Tania Mariza Kuchenbecker Rösing (2001), Michèle Petit (2008), Max Butlen (2012), Pierre Bourdieu and Roger Chartier (2001), who make up the theoretical framework. In this context, the research was developed based on the guiding question: Have there been significant changes in the training of reading teachers, from generation past to present, and, if so, what are they? And, as hypothesis for this question is that through the information obtained seeks to identify the occurre nce of significant changes in the context researched as hypothesis for this question is that through the information obtained seeks to identify the occurrence of significant changes in the context researched and, if the teachers who are entering the teaching profession are more prepared in relation to those who are at the end of the career. The research instrument consisted of the application of a questionnaire, which seems to be the most appropriate and practical for obtaining the information sought. The analysis of the teacher's reading trajectory was carried out based on some categories, such as the reading formation, the role of the reading mediators, the experiences and the preferences, the reading of the literature, the personal collection, the participation in cultural activities readers and the awareness of the relationship between reading and reading. |
| _version_ | 1871607636636467200 |
|---|---|
| author | Berghetti, Ademar |
| author_browse | Berghetti, Ademar |
| author_facet | Berghetti, Ademar |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Berghetti, Ademar |
| dc.contributor.none.fl_str_mv | Becker, Paulo http://lattes.cnpq.br/1664552865914613 |
| dc.date.none.fl_str_mv | 2018-04-02 2025-05-27T15:02:00Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | BERGHETTI, Ademar. A formação do professor leitor em duas gerações consecutivas. 2018. 116 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2018. https://repositorio.upf.br/handle/123456789/8440 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Filosofia e Ciências Humanas - IFCH Brasil UPF Programa de Pós-Graduação em Letras |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Professores Formação Leitura Desenvolvimento Interesses na leitura Bibliotecas escolares LINGUISTICA, LETRAS E ARTES::LETRAS |
| dc.title.none.fl_str_mv | A formação do professor leitor em duas gerações consecutivas The teacher training in two consecutive generations |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The research focuses on the process of teacher training, contrasting a group of ten teachers who are starting their teaching activities, considering the period of up to five years, with another group of ten teachers, with twenty-five years or more of teaching. For this, the investigation was carried out in schools of the municipal education network of Marau / RS, with teachers of Childhood Education to the 9th year of Elementary School. Thus, this work aims to analyze the reading practice in teacher training in two consecutive generations, in order to identify the experiences lived in this process that delimited a more effective formation. In order to achieve the proposed objectives, it will be presented fundamentals about reading and its role within the school, highlighting its importance for the student's formation in the light of the thinking defended by several theorists of the area, among them: Regina Zilberman (2001), Marisa Lajolo (1997), Tania Mariza Kuchenbecker Rösing (2001), Michèle Petit (2008), Max Butlen (2012), Pierre Bourdieu and Roger Chartier (2001), who make up the theoretical framework. In this context, the research was developed based on the guiding question: Have there been significant changes in the training of reading teachers, from generation past to present, and, if so, what are they? And, as hypothesis for this question is that through the information obtained seeks to identify the occurre nce of significant changes in the context researched as hypothesis for this question is that through the information obtained seeks to identify the occurrence of significant changes in the context researched and, if the teachers who are entering the teaching profession are more prepared in relation to those who are at the end of the career. The research instrument consisted of the application of a questionnaire, which seems to be the most appropriate and practical for obtaining the information sought. The analysis of the teacher's reading trajectory was carried out based on some categories, such as the reading formation, the role of the reading mediators, the experiences and the preferences, the reading of the literature, the personal collection, the participation in cultural activities readers and the awareness of the relationship between reading and reading. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_8c2ea2f8d46a2e116ccb34e77bbb60af |
| identifier_str_mv | BERGHETTI, Ademar. A formação do professor leitor em duas gerações consecutivas. 2018. 116 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2018. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/8440 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Filosofia e Ciências Humanas - IFCH Brasil UPF Programa de Pós-Graduação em Letras |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | A formação do professor leitor em duas gerações consecutivasThe teacher training in two consecutive generationsProfessoresFormaçãoLeituraDesenvolvimentoInteresses na leituraBibliotecas escolaresLINGUISTICA, LETRAS E ARTES::LETRASThe research focuses on the process of teacher training, contrasting a group of ten teachers who are starting their teaching activities, considering the period of up to five years, with another group of ten teachers, with twenty-five years or more of teaching. For this, the investigation was carried out in schools of the municipal education network of Marau / RS, with teachers of Childhood Education to the 9th year of Elementary School. Thus, this work aims to analyze the reading practice in teacher training in two consecutive generations, in order to identify the experiences lived in this process that delimited a more effective formation. In order to achieve the proposed objectives, it will be presented fundamentals about reading and its role within the school, highlighting its importance for the student's formation in the light of the thinking defended by several theorists of the area, among them: Regina Zilberman (2001), Marisa Lajolo (1997), Tania Mariza Kuchenbecker Rösing (2001), Michèle Petit (2008), Max Butlen (2012), Pierre Bourdieu and Roger Chartier (2001), who make up the theoretical framework. In this context, the research was developed based on the guiding question: Have there been significant changes in the training of reading teachers, from generation past to present, and, if so, what are they? And, as hypothesis for this question is that through the information obtained seeks to identify the occurre nce of significant changes in the context researched as hypothesis for this question is that through the information obtained seeks to identify the occurrence of significant changes in the context researched and, if the teachers who are entering the teaching profession are more prepared in relation to those who are at the end of the career. The research instrument consisted of the application of a questionnaire, which seems to be the most appropriate and practical for obtaining the information sought. The analysis of the teacher's reading trajectory was carried out based on some categories, such as the reading formation, the role of the reading mediators, the experiences and the preferences, the reading of the literature, the personal collection, the participation in cultural activities readers and the awareness of the relationship between reading and reading.A pesquisa tem como foco o processo de formação do professor leitor, contrapondo um grupo de dez professores que estão iniciando suas atividades no magistério, considerando o período de até 5 anos, com outro grupo de dez professores, com 25 anos ou mais de docência. Para tanto, a investigação efetivou-se em escolas da rede de ensino municipal de Marau/RS, com professores da Educação Infantil ao 9º ano do Ensino Fundamental. Assim, este trabalho tem como objetivo analisar a prática de leitura na formação do professor leitor em duas gerações consecutivas, a fim de identificar as experiências vivenciadas nesse processo que delimitaram uma formação mais efetiva. Para alcançar os objetivos propostos, são apresentados fundamentos sobre a leitura e seu papel dentro da escola, destacando a sua importância para a formação do aluno à luz do pensamento defendido por vários teóricos da área, dentre eles, cita-se: Regina Zilberman (2012), Marisa Lajolo (1997), Tania Mariza Kuchenbecker Rösing (2001), Michèle Petit (2008), Max Butlen (2012), Pierre Bourdieu e Roger Chartier (2001), que compõem o referencial teórico. Nesse contexto, desenvolveu-se a pesquisa tendo por base a questão norteadora: Houve alterações significativas na formação dos professores leitores, da geração passada para a atual, e, em caso afirmativo, quais são elas? E, como hipótese para essa questão, tem-se que, por meio das informações obtidas, busca-se identificar a ocorrência de alterações significativas no contexto pesquisado e verificar se os professores que estão ingressando no magistério são mais preparados em relação àqueles que estão em final de carreira. O instrumento de investigação consistiu na aplicação de um questionário, metodologia que se mostrou ser amais adequada e prática para a obtenção das informações pretendidas. A análise da trajetória do professor leitor foi efetivada com base em algumas categorias, como a formação leitora, o papel dos mediadores de leitura, as experiências e as preferências, a leitura da literatura, o acervo pessoal, a participação em atividades culturais leitoras e a conscientização, por parte do pesquisado, de sua relação com a leitura.Universidade de Passo FundoInstituto de Filosofia e Ciências Humanas - IFCHBrasilUPFPrograma de Pós-Graduação em LetrasBecker, Paulohttp://lattes.cnpq.br/1664552865914613Berghetti, Ademar2025-05-27T15:02:00Z2018-04-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfBERGHETTI, Ademar. A formação do professor leitor em duas gerações consecutivas. 2018. 116 f. Dissertação (Mestrado em Letras) - Universidade de Passo Fundo, Passo Fundo, RS, 2018.https://repositorio.upf.br/handle/123456789/8440porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:17:23Zoai:repositorio.upf.br:123456789/8440Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:17:23Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A formação do professor leitor em duas gerações consecutivas Berghetti, Ademar Professores Formação Leitura Desenvolvimento Interesses na leitura Bibliotecas escolares LINGUISTICA, LETRAS E ARTES::LETRAS |
| status_str | publishedVersion |
| title | A formação do professor leitor em duas gerações consecutivas |
| title_full | A formação do professor leitor em duas gerações consecutivas |
| title_fullStr | A formação do professor leitor em duas gerações consecutivas |
| title_full_unstemmed | A formação do professor leitor em duas gerações consecutivas |
| title_short | A formação do professor leitor em duas gerações consecutivas |
| title_sort | A formação do professor leitor em duas gerações consecutivas |
| topic | Professores Formação Leitura Desenvolvimento Interesses na leitura Bibliotecas escolares LINGUISTICA, LETRAS E ARTES::LETRAS |
| url | https://repositorio.upf.br/handle/123456789/8440 |