Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Faria, Franceneuza Santos de Lima
 |
| Orientador(a): |
Faia, Vivianne Fleury de
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| Banca de defesa: |
Faria, Vivianne Fleury de,
Silva, Célia Sebastiana,
Suano, Marilza Vanessa Rosa |
| 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)
|
| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
|
| 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/7846
|
Resumo: |
The present work presents an investigation about the contribution of the teaching practice as mediation of the High School young reader formation in a state school of Goiânia. The purpose of this study was to investigate how the reading takes place in the school environment, and then observe how the Portuguese Language teacher mediation can contribute to the critical formation of the reader. The practical part consisted of a case-study research with a qualitative approach. Thus, the routine of a High School Portuguese Language teacher was followed and, through the study of documents that regulate their work and of answers to questionnaires, it was observed if the teacher mediation can really contribute to the young readers literary taste formation. The theoretical basis presented was based on Candido (1972, 1989, 2002, 2004 and 2006), Todorov (2009), Bakhtin (1997 and 2006), Bourdieu (2007), Calvino (1993) and Zilberman , 2004), Bosi (2002, 2003), Failla (2012), Kleiman (1996), Lenoir (1999) and D'Ávila, among others, besides the documents of National Curricular Parameters (PCNs, 2002) and Curricular Guidelines for High School (OCPEM, 2006). The results of this research indicate that literary reading under the mediation of a teacher may not be the only way to train readers but actually contributes to the critical readers constitution in the school and demonstrate the importance of teacher mediation to achieve this goal, especially if this mediation is carried out through motivational activities that depart from creativity on both parts, the teacher’s and the students’, and that take into consideration the “cultural capital” (BOURDIEU, 2007) of both. |
