Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Oliveira, Warlete Cristina de
 |
| Orientador(a): |
Oliveira, Ilse Leone Borges Chaves de
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| Banca de defesa: |
Silva, Célia Sebastiana da,
Paganini, Vera Lúcia Mendes Alves,
Vieira, Ilma Socorro Gonçalves,
Alves, Maria de Lourdes,
Oliveira, Ilse Leone Borges Chaves 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)
|
| Departamento: |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/10867
|
Resumo: |
This research aims to investigate the formation of readers through the reading memories of students from the 9th grade of Elementary School - the latest school year of a municipal school in the northwest of Goiás. The investigation focuses on the roles of the students and the teacher, the school trajectory that they went through, and, obviously, the life story they have traced as readers of the literary text. By the process of memory construction, one reaches the conclusion that it is not the past that influences and alters the present but it is the present that enables the production of the past. Memories are produced from the discursive references that constitute the subject in the present moment. The rising issues concerning the remembrances of these students, subject readers in formation, enables the understanding that the school, recognized as authorized and responsible for the promotion of reading, plays a positive role in the development of readers. To reach the final result of the research, the participants recalled their reading practices from the beginning of their childhood, before schooling, and after entering school. Thus, reading practices were exposed and collected by the means of applying a questionnaire, oral interviews, and text production, concerning the reading stories of the participants. The research is theoretically supported by Bamberger (1987), Bordini and Aguiar (1993), Bortoni-Ricardo (2008), Bosi (1987), Cosson (2018), Dalla Zen (1997), Geraldi (2015), Guedes-Pinto (2002), Halbwachs (1990), Lajolo (1993), Lajolo and Zilberman (1996), Manguel (1997) and Petit (2010), among others. The methodology used comprised two stages: the first one is a review of the theoretical contribution on the process of developing the reader and its’ memory, and the second, an action research with the implementation of workshops and conversation circles, so that students and the teacher produce their reading memories. At this stage, theory integrated into practice. In addition to the dissertation, this research aims to create an Educational Product, a book, whose title is “Reading Memories: a study on reader development of elementary school – latest year” and presents narratives created by the students and the teacher during workshops from their reading memories. A didactic sequence was used for setting up the workshops and the creation of a book which shall be the finished product. Besides the teachers’ and students’ narratives, such book will cover the methodology by which the workshops were held. In other words, the book presents itself with two propositions: one for the general audience and the other targeted for teachers |
