Experiências Literárias : diálogos com uma escola da rede municipal de Vila Velha

• Ano de defesa: 2010
• Autor(a) principal: Moreira, Rachel Curto Machado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educational practices of literary reading; Collaborative partnerships; Teacher training; Experiences; Parceria colaborativa; Experiências; Leitura; Prática de ensino; Professores - Formação; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2270

This research analyses practices with literary readings that reproduce the model marked by technical rationality, raising questions about the potentialities and difficulties of literary reading in school and discusses the various types of literary reading practices conducted in the classroom and school library. It investigates theoretical and practical dimensions of the process, discussing the aesthetic experience with literary texts in the school library and other space-times and analyses the treatment given to the practice of reading by teachers who work in public schools. It also searches to study the possible relations between academic and difficulties found by educators in working with literary texts. To make true these investigations, we adopted the methodology of the action research in the perspective on critical-collaborative. The data collection was through audio recordings, photographs, surveys of literary reading programs at national and state levels, logs, structured, semi-structured and open interviews occurring primarily in three áreas: in an elementary public school from the outskirts of the city of Vila Velha, in a metropolitan region of Vitória-ES, in their school library, and around the ―Convento da Penha‖ (slope, patio and square). The research allows to claim that the collaborative partnership constitutes in an alternative for continuous teachers training where discussions and debates about the experiences with literary reading generates moments of reflection and re-meaning of pedagogical practices. Another issue observed in the research is that alternative spaces can be used as alternatives to encourage the reading, to develop in students a love for reading literature. And yet, it strengthens the premise that literature has a humanizing dimension, manifested from the dialogic encounter between reader and literary text. Not any meeting, but that meeting that would bring the reader to release the imagination, to experience aesthetic experiences, to learn about different cultures in their historical and social aspects, to dialogue with different texts and languages, as well as working the subjectivity, the ability of fruition and textual interpretation.