Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Freitas, Fernanda Dias
 |
| Orientador(a): |
Siqueira, João Hilton Sayeg de |
| 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
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| 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/23409
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Resumo: |
The challenges and difficulties in working with reading in the classroom motivated this research that seeks to investigate how reading practices of philosophical texts take place in high school. Teachers often demonstrate difficulty in carrying out this work in the classroom, so we understand the importance of a practice anchored in reader analysis that allows the reader to perform a critical reading. Based on the dialogue among cognitive theory, discourse analysis and text linguistics, it proposes a reflection on the act of reading and the aspects involved in this task. We believe it is essential for a meaningful reading practice, in which the construction of meaning in the text and the teacher's awareness of the complexity that involves this activity are sought. Regarding the choice of the corpus, we interviewed a professor in the Philosophy area to understand how reading practices are used with students in classes and we also selected a text he works with in the classroom to propose reading techniques. We found that, despite the relative importance given to the issue of reading in the researched case, the idea still prevails that reading only means extra information from a text |
