Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Mesquita, Ricardo Ugeda
 |
| Orientador(a): |
Palma, Dieli Vesaro |
| 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 Língua Portuguesa
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| 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://tede2.pucsp.br/handle/handle/22149
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Resumo: |
“This research is the product of an investigation work, following the “Portuguese Language reading, writing and teaching” research line of the Portuguese Language Studies Program of the Pontific Catholic University of São Paulo which has as its scope to analyze, under the perspective of the Linguistic Education, how the high school textbook contributes to the development of the reading competence and how it develops this aspect. The questions which oriented the research were 1 “ What’s the treatment given to the development of the reading competence in the high school Portuguese textbooks?” 2 “How does the Linguistic Education contribute to the reading teaching-learning process?” and 3 “ “ Do the activities proposed by the textbooks activate the different moments of the reading competence development process – the semasiological script: comprehension, interpretation and criticism – so that it contributes to the development of the reading competence?”. The present research has as its general goal to reflect about the reading competence and as specific goals: identifying how the reading competence is built in the textbook; showing the way the double dimension of the Linguistic Education contributes to form the competent reader; and, checking, in the reading activities presented by the chosen textbooks for the analysis, if there’s the activation of the three semasiological script moments. The theoretical basis relies on bibliographic research based on the Linguistic Education theoreticals (with PALMA E TURAZZA (2014), LOMAS ( 2014) FREIRE (1989, 2001), FERNÁNDEZ (2001), BECHARA (1986) and scholars of reading under an interactional-social–cognitive paradigm (with KOCH AND ELIAS (2015), SOLÉ (2014,1998) BECHARA (2002), MARCHUSCHI (2012), KLEIMAN (2011), ROJO AND JURADO (2006) , and BLOOME AND ROBERTSON (1993)). The chosen corpus is composed by two textbooks written by widely adopted authors in the Brazilian high school, from which reading and reading comprehension activities were selected as the basis of the developed analysis. The results show that the textbook can be efficient for contributing to the development of the reading competence, since it is connected to proposals which are able to use suitable strategies for different readings and question which lead to the development of the semasiological script. Teachers need to intervene in the reading competence development process so that they can articulate the didactic situation and the didactic trasposition based on the Linguistic Education (LE) and its double perspective: pedagogical and linguistic. Working with reading and textbooks can have more effectiveness if it is based on the interactional-social–cognitive paradigm in order to cooperate with the effective reading competence development throughout high school |
