Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Borges, Tálita de Oliveira
 |
| Orientador(a): |
Vieira, Ilma Socorro Gonçalves
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| Banca de defesa: |
Vieira, Ilma Socorro Gonçalves,
Silva, Célia Sebastiana da,
Melo, Keila Matilda de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
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| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
|
| País: |
Brasil
|
| 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://repositorio.bc.ufg.br/tede/handle/tede/13413
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Resumo: |
Active Learning Methodologies have been studied and applied in undergraduate and graduate courses. Research points out that the use of these methodologies has contributed to the engagement of Higher Education students in the proposed activities and favored the development of autonomy to carry them out. Thus, this Dissertation, developed through the Programa de Pós-Graduação em Ensino na Educação Básica (Mestrado Profissional), of the Centro de Ensino e Pesquisa Aplicada à Educação, of the Universidade Federal de Goiás (PPGEEB-Cepae-UFG), had as main objective to investigate the contributions of the use of Active Learning Methodologies in Basic Education, specifically, in the formation of readers in the Final Years of Elementary School. The guiding questions are the following: what are the contributions of Active Methodologies to the teaching of literature in the Final Years of Elementary School and what are their challenges in teaching work? The research is based on the dialogic perspective of language teaching and it is based on studies by Rojo (2012; 2013), Kleiman (2014) and Freitas (2016) about multiliteracy practices; Freire (2003, 2015) and his conception of autonomy; Paulino (2001), Kramer (2005), Candido (1995), Colomer (2017), Machado (2009), Lajolo (2004), Todorov (2019), Zilberman (1988; 1999), Vargas Llosa (2009) about the formation of the literary reader; and of Moran (2018), Alves (2015), Bergmann and Sams (2019) on Active Methodologies; between others. This is an action-research, based on a qualitative field research developed at Colégio Fundação Bradesco – Aparecida de Goiânia, in an 8th grade class. Data collection was carried out through the researcher's experience report and analysis of the of students’ productions involved in the investigation. The Educational Product of the research is a website entitled: "Protagonist literary readers: contributions and challenges of Active Methodologies for the formation of readers", to be maintained with didactic materials (texts, scripts for teachers and activities for students), with the aim of assist Portuguese language teachers and other areas of knowledge, about the use of didactic resources and the use of Active Methodologies. |
