Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Santos, José Amaro dos
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| Orientador(a): |
Passarelli, Lílian Maria Ghiuro
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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 Estudos Pós-Graduados em Língua Portuguesa
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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/39974
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Resumo: |
This research is based on the study of language, above all, on the teaching of reading, whose general objective is to find out to what extent the work of the Portuguese Language teacher, as a reader trainer, contributes to the development of the reading comprehension of their students. For this, a socio-cognitive and socio-interactionist perspective is explored for the study of text and reading teaching, in order to identify demands of the current educational context, so that one can assess the extent to which a didactic experience of teaching reading developed in an action of continuing education can subsidize the formation of student readers. The research is based on the subscribers of several researchers who consider reading a strategic and interactive activity, such as Koch and Elias (2015), Solé (2008), Kleiman (1989), Silveira and Oliveira (2015), among others. Starting from the initial hypothesis that the teacher, reader trainer, has not been experiencing enough formative moments to face the difficulties of reading comprehension presented by the students, the work described here presents a didactic-pedagogical experience with teachers of fourth and fifth years of Elementary School, as they are the professionals who work with students in the initial years of this teaching modality, carrying with them the task of developing the first readings of these students, which can contribute to the success or failure of these students in subsequent years. The didactic experience proves, along with the group of teachers participating in the study, that, in fact, there are training gaps not only in the lack of training moments, but, above all, in the need for continuing education events specifically aimed at language teaching, especially with regard to theories that deal with teaching from a sociocognitive-interactionist perspective. Thus, it is concluded that if the teacher were supported by the theoretical basis defended in this thesis for teaching reading, possibly the result of students in reading comprehension could be more satisfactory |
