Percursos (des) continuados de leitura na escola: o papel do diálogo como instrumento mediador da aprendizagem

• Ano de defesa: 2014
• Autor(a) principal: Barbosa, Daiane da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Leitura – Estudo e ensino; Diálogos; Aprendizagem; Interação verbal; Reading - Study and teaching; Dialogue; Learning; Verbal interaction; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6498

This thesis aims to analyze the reading practices in the classroom, taking as unit of analysis the mediator dialogue, from a pedagogical point of view, as verbal interaction to better engage students with the most different types of texts and reader development. From the questioning "how the pedagogical practice, woven from the dialogue can contribute to the formation of readers?", the research has developed into a school of municipal public school, located in a village of the city of Boca da Mata, Alagoas, a class of 9th grade, involving 41 subjects. Therefore, a methodology for quantiqualitative approach, characterized as a case study was adopted. It adopts the method "evidential paradigm" (GINZBURG, 2011), since the analyzes are based on the details of speculation (attitudes, speech, gestures, facial expressions and body and all tracks of verbal interaction between subjects), in order to understand the relationship between educational pathways of reading and the reader's training. This method is na orientation of research based on research of the details, seen as evidence, clues, signs or symptoms. Furthermore, we consider the evidential paradigm as a set of principles, theoretical and methodological procedures that guide the development of knowledge from the research and analysis of evidence. The theoretical framework was based on the postulates of Bakhtin (2009) comprising the verbal interaction as a fundamental reality of language. For Bakhtin, the nature of language is on the principles of responsiveness and dialogical. Thus, we understand that reading is a collaborative activity of construction of meaning. Thus, the choice of dialogue between subjects, occurring in the classroom, was justified by being a single moment of verbal interaction, in which the subjects act on / with the text to build meaning. By understanding the language, and consequently how to teach it, in view of a verbal interaction, it requires another way to approach it in the classroom. It is in the triple via the interaction between student, teacher and text that the senses are built and the reader training is established. The survey results point to the need to invest more in moments of interaction between subjects with reading in the classroom, since the steps achieved by this teaching procedure is still slow and suffer the influence of a school whose vision of language is reductionist, strongly linked to a kind of teaching centered on just grammar points. We believe, then, the decisive role of the teacher of Portuguese Language, at his the place as a reader, to mediate this process of reading formation, with a teaching job covering the dialogic nature of language and, above all, to be sensitive to language peculiarities since the choice of texts to read work and construction of learning. So, what is expected of reading instruction work is an attitude that reflects / acts / reacts on decreasing the distance between the reading practices of communication situations of literate society and the role of school in this reality.