A formação leitora sob o olhar da complexidade: reconexões e caminhos

• Ano de defesa: 2022
• Autor(a) principal: Marioto, Rita Roberta
• Orientador(a): Freire, Maximina Maria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Epistemologia da complexidade; Formação leitora; Abordagem hermenêutico-fenomenológica complexa; Língua portuguesa; Auto-heteroecoformação leitora; Educação básica
• Palavras-chave em Inglês: Epistemology of complexity; Reading formation; Complex hermeneutic-phenomenological approach; Portuguese language; Reading self-hetero-eco-formation; Basic education
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/29551

The present work focuses on the phenomenon reader education through the lens of complex epistemology, from the perspective of Portuguese Language teachers in Basic Education. The research undertaken is situated within the scope of Applied Linguistics and guided by the following question: What is the nature of the phenomenon reader education through the lens of complex epistemology, from the perspective of Portuguese Language teachers in Basic Education? The theoretical framework used in the research is structured on the axis of complex epistemology (MORIN, 2000, 2015a, 2018), which guided the reflections on the relationship between science and knowledge, focusing on the reconnection of knowledge; and in the axis of studies on the formation of the reader in the mother tongue (SAMUELS and KAMIL, 1984; SILVEIRA, 2005; MORTATTI, 2004; SOARES, 2012a, 2012b; KLEIMAN, 1995, 2004, 2013; STREET, 2014; ROJO and MOURA, 2012, 2019; BUNZEN, 2011; COSSON, 2013; GERALDI, 2015; RANGEL, 2020), from which a panel was built on the concepts that guide the performance of the Portuguese language teacher and the formation of the reader. The methodology used was the Complex Hermeneutic-Phenomenological Approach (CHFA) (FREIRE, 2010, 2012, 2017), which aims to describe and interpret complex phenomena of human experience, reaching the themes and sub-themes that characterize the essence of the observed phenomenon. The research investigated Portuguese language teachers who work in Basic Education and, , in addition to a profile questionnaire, reports of personal experience of reading training and hermeneutic conversation were used as research instruments, which were textualized and thematized. From the interpretative process of the CHFA, the essence of the phenomenon revealed the following themes: Institution, Coping, Materiality, Virtuality, Difficulty, Incentive and Eros. Considering the research findings and the mobilized theoretical basis, the work reveals the possibility of a reader conceived in the light of complex epistemology, identified as an ecosystemic interpreter of the meanings in which s/he perceives him/herself intertwined, as well as the possibility of a multidimensional teacher reader, to which is proposed, as a resource for its constitution, the teaching reading elf-hetero-eco-formation perspective (FREIRE and LEFFA, 2013). Finally, the work highlights the potential of complex epistemology for research on reader education, aiming at deepening the studies on relation between teacher reading education and his/her experience as a teacher of native language readers in Basic Education