Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Silva, Alexander Abrantes da
 |
| Orientador(a): |
Romão, José Eustáquio
|
| Banca de defesa: |
Romão, José Eustáquio
,
Baptista, Ana Maria Haddad
,
Keim, Ernesto Jacob
,
Silva, Maurício Pedro da
,
Dickmann, Ivo
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Nove de Julho
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://bibliotecatede.uninove.br/handle/tede/3246
|
Resumo: |
The research that resulted in this dissertation has as its object the educational practice and its learning, proposals in the implementation and development of the project “Academia Estudantil de Letras” (Student Literature Academy), in the Municipal Education Network of the City of São Paulo, and, more specifically, its consequences in the reading by Elementary School II students (from 6th to 9th grade). It investigates, from the reading formation objectified by the project, if the students become fluent readers. Among other questions, the project sought to answer the following: (i) Has the school formed good readers, who read more due to the influence of the aforementioned project? (ii) Does the student who participates in the project feel valued as a reader? (iii) Does the student broaden their cultural universe by participating in project activities? Brazilian literature is the aesthetic expression of the languages of its people. In this project, we start from the prerogative that dialogue with reading is a manifestation of "voices" between the reader and what is written (Bakhtin, 2000). The dissertation, on Student Literature Academy, investigated the relationship between learning, through reading, and reality. Thus, it was also verified how the project has impacted the lives of students of Elementary School II of the Municipal Education Network of the city of São Paulo, based on fluency in reading the mother tongue. The perceptions of high school students participating in the project were also verified in relation to their participation and the impacts on their reading training. Semi-structured interviews were conducted with “privileged” informants. The theoretical foundation was inspired by the perspectives of Mikhail Bakhtin and Paulo Freire. Bakhtin based both the analysis of the subject's cultural limits and their understanding of the world based on discourse, as well as the construction of meanings in social interaction. Freire, on the other hand, by proposing the dialogue between educator and student, inspired the examination of the dialogical representation that the student makes of his context, through the project. |
