A escola e a sala de leitura: (in) visibilidades?

• Ano de defesa: 2017
• Autor(a) principal: Silva, Eliana de Souza
• Orientador(a): Teixeira, Rosiley Aparecida
• Banca de defesa: Teixeira, Rosiley Aparecida, Vercelli, Ligia de Carvalho Ab??es, Spigolon, Nima Imaculada, Taveira, Adriano Salmar Nogueira e, Todaro, M??nica de ??vila
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: sala de leitura; professor orientador na sala de leitura; pr??ticas de leitura; escola
• Palavras-chave em Inglês: reading room; reading room guidance teacher; reading practices; school
• Palavras-chave em Espanhol: sala de lectura; profesor orientador en sala de lectura; pr??cticas de lectura; escuela
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1677

This study aims at the Reading Room. It has as general objective to analyze along with students and Reading Room teacher the use they do from the Reading Room, how they perceive this space to readers??? formation. As specifics objectives we list the followings: Check which the place of the reading room in the formation of readers subjects; How the school knows and recognizes this space. What use do they do of this spaceand to analyze what the conceptions students and teacher do of it. This research was carried out from 2015 to 2017 with a municipal public school located on the north zone outskirts in S??o Paulo city. The subjects were 19 children belonging to a 5th year's elementary school class the Reading Room's guidance teacher (RRGT). It???s a research that adopts Critical Communicative Methodology which the data collection instruments/techniques were class observation, communicative narrative, group discussion and interview, as well as the analyzes the official documents that legalize the Reading Room. As theoretical reference we resort the following authors: Lajolo (1993), Freire (1987, 1988, 1989, 1996), Lerner (2002) Martins (1994) Silva (1991), Sol?? (2009), Petit (2009), among others. As results we can affirm that during the research's time the observed practices did not contribute to the readers' formation because the reading was not worked in an active and responsive way in the classes, distributing in children the possibility to perceiving reading as a pleasant and dialogical activity.