Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Marcondes, Vivian Maria
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| Orientador(a): |
Zanotto, Mara Sophia
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/42825
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Resumo: |
Readers are those people who are able to signify the meaning of words, texts, images, colors, sounds, gestures of species that are part of its composition more than to recognize the functioning of the language mechanics. From this point-of-view, the concept of training readers presupposes that the teaching-learning practice of reading (as well as writing) encompasses the literacy skills processes. It also presupposes the rupture with the banking concept of reading, arising from the banking concept of education (Freire, 2014), and that the monological paradigm of reading - also a result of the banking concept, is replaced by a dialogical paradigm of reading. It also presupposes the formation of the reader of literature, images and semiosis, which are part of the materiality of an artistic-literary work. The school context is characterized as a time-space conducive to the formation of this reader who spends a significant part of their days, months and years of life in this environment full of possibilities for dialogue and immersion. The present research - admited in the field of Applied Linguistics - had the general objective of investigating a new practice of literary and imagery reading through the think aloud practice in groups (Zanotto, 1988, 1998, 2010, 2014, 2016) and the station rotation model (Bacich, Neto, Trevisani, 2015; Bacich, Moran, 2018) in the Brazilian school context of Early Years Elementary School. The specific objectives were: (I) To investigate the literary process and the development of reading enjoyment, in a dialogical reading practice, based on verbal interactions, the subjectivity of readers and the legitimization of their voices; (II) to analyze the effects of an immersive exploration of artistic-literary works on the theme of mining and its impacts, based on the station rotation model, for the co-construction of the meanings of the works and for the development of critical positioning of readers; (III) to investigate the way multimodality and intertextuality contribute to the development of deep reading of words, images and the world, and to expanding readers' understanding of mining and its impacts, reported in artistic works-literary. To generate data for this research, it was carried out an artistic-literary curation by the researcher, who also works as a teacher of a class of 4th year students at a private school in the city of São Paulo. Taking the photobook 'Sagatrissuinorana' (in Portuguese language), which presents a fracturing theme (environmental crimes occurring in Minas Gerais municipalities) in a language style by Guimarães Rosa (2017), as a starting point (Nikolajeva, M.; Scott, C., 2017) (Guimarães, 2020), the participants carried out literary conversations to co-construct the meanings of the text; an artistic-literary immersion in rotation by stations to analyze works of different semiosis related to the theme; artistic-literary conversations during immersions through the stations; another reading practice of the book ‘Sagatrissuinorana’ for new co-constructions based on the analyzed works; the observation and reflection on the intertextuality and multimodality present in the works. The processes of artistic-literary immersion in rotation by stations allowed the participants to answer the following questions: (I) How does the process of literary formation and the development of reading enjoyment occur in a dialogic reading practice, based on verbal interactions, in the subjectivity of/ readers and the legitimization of their voices? (II) In which aspects does the proposition of artistic-literary immersions, with the exploration of works on the theme of mining and its impacts, based on the station rotation model, contribute to expanding readers' understanding and for the co-construction of the meanings of the works? (III) How do explorations of multimodal and intertextual materials about mining and its impacts contribute to the development of deep reading of words, images and the world, and to expanding readers' understanding of mining and its impacts, reported in artistic-literary works? Data analysis reveals that the dialogical practice of reading think aloud in groups, based on verbal interactions, the subjectivity of readers and the legitimization of their voices, enabled in-depth reading (Wolf, 2019) of the book 'Sagatrissuinorana'. It also reveals that the exploration of related works, in a rotation by stations model, contributes to the establishment of relationships between the works, the reflection on the theme revealed from artistic-literary works, the development of a critical awareness, the defense of opinions and points of view based on consistent arguments. Finally, it reveals the need to invest in teacher training so that they can organize, propose and mediate literary reading activities, with the objective of training world readers |
