Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Oliveira, Ísis Fabiana de Souza
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| Orientador(a): |
Wahba, Liliana Liviano
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia: Psicologia Clínica
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| Departamento: |
Faculdade de Ciências Humanas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/30282
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Resumo: |
The general objective of the present study was to examine reading habits and attitudes towards reading of high school students from Salvador, BA. The research comprised two stages. The first employed an eminently qualitative instrument, the Reader Profile Questionnaire, which was applied to 386 students, aged between 15 and 20 years, from two public schools. According to the results, 59.2% responded that they do not read only if necessary, for student purposes, corroborating the information of most students who said to read for fun (59.7%), enjoy talking about books (53.6%) and visit libraries (57.1%). The second stage employed a quali-quanti method. Five students from one of the schools took part in the New Readers Workshop – a literary workshop using expressive techniques founded on Jungian theory. The students were informed about the Workshop and those who showed a voluntary manifestation of their willingness to join were selected as participants. The activity was carried out remotely in five weekly group meetings and a final individual meeting. Workshop members answered the Reading Motivation Scale (EML), on the first and last meetings. On both occasions, all participants showed either maximum or high level of motivation to read. Qualitative data collected during Workshop meetings were derived from the imagerytextual narratives produced during the activities of reading, drawing, writing and creating stories. The most frequently observed theme referred to the development of adolescents as they leave childhood to face the choices of adult life, which encompass personal transformations and accomplishments, the yearning for a change in lifestyle, and feelings of loneliness versus integration. Highlights were the influence of the teacher, the pandemic context and the young person's relationship with isolation/grouping, and the breaking of expectations. There was no significant evidence of change in the students’ motivation and attitude towards reading after participating in the Workshop. It is worth noting that the Workshop offered a locus for self-expression and group integration |
