A leitura nos anos finais do ensino fundamental : um diálogo com os professores e as atividades de leitura registradas em cadernos escolares

• Ano de defesa: 2016
• Autor(a) principal: Moraes, Sandrina Wandel Rei de
• 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: Reading; Reading practices; Elementary school - Pinheiros (ES); Mikhail Bakhtin; Leitura - prática; Bakhtin, M. M. (Mikhail Mikhailovitch), 1895-1975; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/8651

This dissertation integrates a set of line of research studies Education and Languages of thePost-Graduate Program of the Federal University of Espírito Santo, particularly it is associated with the research group "Literature and Education". Based on theoretical assumptions of Mikhail Bakhtin (2006; 2011), the research had as its main objective to investigate language and reading concepts in connection with practices of relating teachers to reading. Methodologically, it was developed a qualitative case study, with field research conducted in four public schools in Pinheiros town (Espirito Santo State). As procedures and data collection tools, it was used application and tabulation questionnaires, focus group composed by eleven Portuguese teachers working in the final years of elementary school with records audio and written and documentary treatment of reading activities recorded in the students’ notebooks of the final years of elementary school. For the analysis, the conceptual notions of "practices and representations" were used, Roger Chartier (1991), "exotopy" and "event", Bakhtin, and the contributions of Geraldi (1997; 1998; 2013; 2014). The study aimed to understand how the concepts of language and reading of the teachers present themselves in reading practices proposed to the students of final years. The survey results have allowed us to know the readers experiences of teachers as well as its representations in relation to reading inside and outside the school. It was noticed that most of the reading mediators strategies of teachers is rooted in concepts of language as an expression of thought and communication tool and are rare reading practices where text is offered to students in reading vision as interaction for production senses.