A relação dos nativos digitais com livros impressos nos anos iniciais do Ensino Fundamental: desafios e conquistas

• Ano de defesa: 2020
• Autor(a) principal: Nascimento, Claudia Rodrigues da Silva
• Orientador(a): Siqueira, João Hilton Sayeg de
• 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 Língua Portuguesa
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Formação de leitores; Ensino de leitura; Ensino Fundamental
• Palavras-chave em Inglês: Readers’ education; Reading teaching; Digital natives
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://tede2.pucsp.br/handle/handle/23390

This thesis is linked to the Line of Research “Portuguese Reading, Writing and Teaching” and its theme is the relationship between digital natives and printed books in the early years of elementary school. Its main objective is to contribute with new studies related to the formation of digital native readers. Its specific objectives are: a) review historical aspects about the reading practice to understand the current reading process; b) investigate the relationship between digital natives and printed books; c) to raise the difficulties faced by the teachers in their professional routine of teaching reading to digital native students and discovering possible alternatives to solve such difficulties; d) present proposals for teaching reading that involve both printed and digital material. The thesis is based on the work of scholars from different areas of knowledge that involve the people relationship with reading, education, teaching and digital media, also comparing to the relevant Brazilian legislation. Thus, it mainly uses the studies of Chartier (1999, 2004), Fischer (2006), Gadotti (1997, 1998) and Kleiman (1995), among others, and Brazilian legal texts, such as the Constitutions of 1891, 1934, of 1946 and 1988. This theoretical framework acts as a support for the analysis of a corpus formed from a research carried out with the students, parents and teachers of a municipal school in Santo André looking for discovering the expectations of these three groups regarding the teaching of reading and its relationship with printed and digital books. The work consists of four sections that cover an overview of reading, the teaching of reading in the digital age, the teaching of reading in Santo André and suggestions for teaching reading in the early years of elementary school in the digital age. Its justification lies in the need to investigate the characteristics of digital natives and their relationship with reading so that the school can develop strategies that instigate their interest in reading in different media, especially in the early years of elementary school. The relevance of the work is due to the fact that there are few studies on the subject in Brazil and there is no record of similar works in Santo André. The results reveal that those involved in the corpusforming research recognize the importance of reading in the early years, regardless of support