O professor como agente de letramento e o pensar alto em grupo na leitura de poemas

• Ano de defesa: 2009
• Autor(a) principal: Reis, Madalena de Souza
• Orientador(a): Zanotto, Mara Sophia
• 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 Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Pensar alto em grupo; Mediador; Leitura; Letramento; Professores > Formacao profissional
• Palavras-chave em Inglês: Think aloud in group; Reading; Mediator
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/14124

This research aims to investigate the role of mediator teacher (Vygotsky 2003, Freire 2007, Gomes 2002) in the teaching-learning process of reading, poems were used for formation of reader student. This study is justified by the needs of the reseacher-teacher (Pontecorvo 2005, André 2008, Bortoni-Ricardo, 2008) to seek answers to worrying questionings concerning the paradigm changes in education, demanding a new attitude, new performance and knowledge of the theoretical bases of reading teaching (Soares 1998, Kleiman 2002, Rojo 2006), and new reading practices in the classroom (Solé 1998, Pontecorvo, 2005). It is inserted in Applied Linguistics area, it aims to contribute to the construction and negotiation of multiple readings in the classroom (Zanotto 1995, Moita Lopes 2006) ; cognitive and interactive process of reading (Kato 2007, Kleiman 2004 ) and reading as a social practice. Data had been collected through experiences carried out in a school with a focus group composed of high school students from public schools. The think aloud in group (Zanotto, 1995) is a technique or method of research and at the same time an educational experiences that contributed significantly to the co-construction of meanings. This study demonstrates the value of literacy teaching (Michelletti 2006, Cosson, 2007) and the key role of the mediator teacher along the construction of knowledge and the teacher s vocational training (Perrenoud 2002, Kay 2007). Three poems of Brazilian literature poets were selected (Alphonsus de Guimaraens, Cruz e Souza e Castro Alves)