Tertúlia Literária Dialógica entre crianças e adolescentes: conversando sobre âmbitos da vida

• Ano de defesa: 2007
• Autor(a) principal: Girotto, Vanessa Cristina
• Orientador(a): Mello, Roseli Rodrigues de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Aprendizagem; Aprendizagem dialógica; Interação - crianças e adolescentes; Leitura dialógica; Práticas sociais e processos educativos
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2415

The aim of this paper was to understand which educational processes have been established throughout a Dialog Literary Meeting formed by a group of children and teenagers living on the outskirts of São Paulo interior. Understanding how these kids were able to mingle their personal stories with the ones read during the activities and the dynamics experienced was also intended. The stories chosen to be read were all from the universal and national classics, which was the main concept in the proposed activity. The reading of classics represents the providing function of dialog learning at the dialog literary meetings, overcoming the widespread idea of determining those who can and who cannot have access to high-class knowledge in the informational capitalist society, which consequently marginalizes many groups and cultures. In order to accomplish the research, a group of children and teenagers was formed in their own neighborhood and one of its primary schools has provided a room for the weekly meetings. The group was introduced in January/2006 and the data capture was accomplished up to December of the same year. Moreover, it s worth mentioning that the activity remains active in the same neighborhood and there is no prediction for that to end, which was a wish pointed by the participants and their families. Basing the research on the reference of the communicative methodology whose aim is to explain the reality, among others, in-depth interviews with the children as well as teenagers and their relatives were carried out throughout 2006. Such a technique enables the researcher to know the various meanings attributed to a certain reality by the participants. The interpretation of reality together with the participants themselves was also intended in this methodology, which was accomplished through the creation of a communicative discussion group having children and teenagers as its members as well as their relatives later on, so that researcher and participants were able to discourse and reflect on their own interpretations in order to make them worth. In the discussion group with children and teenagers an activity-day video highlighting the richness of some moments experienced at the meetings was shown. In order to analyze de data capture, the data originated from the interviews and journals which accompanied all the research period were used, besides observations and conversations in the activity. On the theoretical reference, the principles of the Dialog Literary Meeting were related, as well as the authors giving them the proper support. A recall of the history of literature was also carried out in order to assure the value of classical literature as the one which provides the building of dialog, reflection and emancipation spaces. Throughout this process, the literature aimed to children was highlighted, since the research was accomplished with children and teenagers. The outcomes which have been achieved allowed the revelation of numerous learning transferences and knowledge acquired by the children and teenagers involved in the activity, as well as spreading them to other environments such as schools, family, etc. Moreover, the research has indicated several changes in habits and attitudes belonging to these children and teenagers which were acquired through the appropriateness of the principles of the dialog learning in their lives.