Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Silva, Maria Goret Martins da
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| Orientador(a): |
Besnosik, Maria Helena da Rocha
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual de Feira de Santana
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| Programa de Pós-Graduação: |
Mestrado Acadêmico em Educação
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| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO
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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: |
http://tede2.uefs.br:8080/handle/tede/1375
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Resumo: |
Considering that the practice of reading can develop reader behavior and understanding that it needs to be mediated by the teacher in a gratifying way, and that is it is capable of fostering concerns among students, it is in this research that I seek to understand how literary texts are inserted in teaching practice in teaching fundamental – final years, at the Municipal School Mario Campos and how the teachers mediate this reading in order to provoke concerns in the students. The empirical field of this research is located in the district of Bento Simões in Irará-BA. Five teachers were defined as subjects who work in this educational institution, in order to analyze the way they interact with the reading of literary texts in the classroom spaces and if they offer conditions for the formation of literary readers. Seven students who study at the school also participated in this research and they brought a little of this reading trajectory experienced by them in the classroom space. This research has a qualitative approach and the semi-structured interview was used to obtain the data. I support in some theorists and scholars on the subject to better understand the data produced. They were Calvino (1993); Candido (1995); Colomer (2007); Besnosik (2015); Freire (2001/2011); Ipiranga (2018); Petit (2009); Zilberman (1989) and many others who were great relevance to this work collected. These revealed, on the one hand, that teachers mediate reading during their classes and provide students with access to some type of textual genre, which has gradually ensured the formation of readers, even if they are not literary readers, due mainly to the fragility of these collections at school, a reality experienced by many public schools in our country and also by the lack of interest on the part of some students and investment in the training of literary reader. On the other hand, it was clear that the subject teachers of this research use very particular strategies, but that somehow awaken in students the love for reading, which reinforces the idea that reading mediations can be done in any person, but it is the school space that best provides access to books and awakening to reading. |
