Detalhes bibliográficos
| Ano de defesa: |
2009 |
| Autor(a) principal: |
Kissilevitc, Elza
 |
| Orientador(a): |
Vieira, Maria Celina Teixeira |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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 Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16514
|
Resumo: |
The present society requires readers that have the capacity of interacting with a variety of informations adopting reading strategies that enable the comprehension of those informations. So this work inserts in qualitative research and seeks to reflect about what teachers from the elementary instruction of the various knowledge areas think about reading, the importance of the applications of reading strategies by students and if these strategies, form teachers point of view have contributed to the development students autonomous reading, considering the exigencies in the current society. As subjects, seven teachers of the various knowledge areas (Portuguese, Mathematics, Science, History, Geography, Arts and Physical Education) of a public school from the municipal teaching net, in São Paulo participated. Data collection was made by semi-structured interviews. Data treatment conducted to the analysis axis creation through which searching to understand and reflect about the proposed objective. The results revealed that reading and reading strategies are considered on fragmented forms and do not yet constitute themselves instruments for students participative insertion in the contemporary world |
