Diálogo e dialogicidade: condução para o ensino da leitura como fenômeno transdisciplinar

• Ano de defesa: 2019
• Autor(a) principal: Raminho, Edney Gomes
• Orientador(a): Síveres, Luiz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Ensino; Leitura; Diálogo; Dialogicidade; Aprendizagem; Transdisciplinaridade
• Palavras-chave em Inglês: Transdisciplinarity; Teaching; Learning; Dialogue; Reading; Dialogic
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2589

This quali- quantittive research with qualitative predominance investigated the contribution of dialogue, of dialogic and of transdisciplinarity in the teaching and learning process of reading for students of the Final Years of Elementary School at a public school in the Federal District. In order to do so, it consisted on a methodology composed of a set of multicases study (YIN, 2015), involving documentary analysis of an intervention project for teaching and learning process of reading and its correspondence with the Political Pedagogical Project of the school in which the research is applied and with the National Curricular Common Base (BNCC) in the Portuguese Language Component for the Final Years of Elementary School, through lexical thematic content analysis (BARDIN, 2016). In addition to the documentary analysis, the study analyzed the perceptions that students, parents and teachers of the school pointed out about the intervention activities in relation to the teaching and learning process of reading. The research also carried out a quantitative study comparing the results obtained from the other instruments to the students´performance in Portuguese language who were observed during the three year course of participation in the interventions of the teaching and learning process of reading. This set of multicases study (YIN, 2015) is investigated under the technique of content analysis (BARDIN, 2016) and this, in a descriptive exploratory study technique (GIL, 2017). The theoretical basis is supported by the theory of transdisciplinarity (NICOLESCU, 1999), principles of dialogue (PLATÃO, 2014, 2015, 2017) and dialogic (FREIRE, 2005, 2009, 2015a, 2015b, 2016, 2017a, 2017b, 2017c) and reading (KLEIMAN, 2000, 2004a, 2004b). The results showed that dialogue, dialogic, reading and transdisciplinarity appeared in the set of documents studied. The dialogue stood out as the principle of lower frequency in this set of documents. The testimonies of parents and teachers have confirmed that situations for dialogue are still limited and that this is one of the factors which prevent that intervention activities contribute indeed to the teaching and learning at school. The testimonies of students and teachers showed that the lack of technological resources restricts the effective contribution of intervention activities to the reading training at school.The research revealed, then, the need to expand on dialogic webs and the inclusion of technological resources in the daily circuit of school activities so that teaching and learning take place in a way that readers can understand teaching as an opportunity to act in the critical and citizen construction corroborating as a transdisciplinary dialogic practice.