Práticas de leitura nas séries iniciais do ensino fundamental em uma escola pública

• Ano de defesa: 2011
• Autor(a) principal: Antunes, Janaína Silva Costa
• 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: Language; Reading practice; Reader; Production of meanings; Linguagem; Práticas de leitura; Leitor; Produção de sentidos; Leitura - Prática; Crianças - Linguagem; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2279

This work is part of the research group studies about literacy, reading and writing of the Federal University of Espirito Santo, in the line of research Education and Languages. It aimed to analyze the reading practices in early grades of Elementary School, in a City Public School System Teaching in Vitoria, ES. The choice of this topic had close relationship with professional and personal questions and promoted reflection about the low proficiency in reading, a subject that has interested researchers in different fields of knowledge. For that, it adopted the methodological option characterized as qualitative study of case and it used the resource of the participant observation in classroom as main strategy of data’s production. It made use of interviews with the subjects involved in the investigation, pictures, film version and audio registrations to constitute the corpus of research. Data were organized out of purposes when reading was used in classrooms. The analysis course sought to understand how the subjects interacted with reading, the objectives that guided the activities and the way procedures for teaching and learning influenced the process of setting up the reader in the early grades of elementary school searched. The study results indicate that the practices of reading in the classes involved were intended to accomplish tasks proposed in most of the events that happened in the classrooms. The discussions developed contributed to the reflections on the teaching and learning of reading, highlighting the importance of relationship between subjects and the need to establish teaching practices that treat reading as a dialogic activity.