Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Elisangela Jesus da
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| Orientador(a): |
Fernandes, Eliane Marquez da Fonseca
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| Banca de defesa: |
Fernandes, Eliane Marquez da Fonseca,
Souza, Agostinho Potenciano de,
Silva, Kleber Aparecido da,
Lima, Sóstenes Cezar de,
Morais, Rubens Damasceno |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
|
| Departamento: |
Faculdade de Letras - FL (RG)
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| 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/10480
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Resumo: |
This dissertation aims to report, discuss and analyze the research entitled ADOLESCENT READING STRATEGIES: Perspectives, Challenges and Alternatives. The intention of the research was to create teaching-learning situations that enhance the reading and comprehension of texts in an elementary school class. To carry out this work, the responsive view of reading and the development of reading strategies were taken into account, with the help of mediation and dialogue of the teacher. The subjects involved in the research were part of the lower middle class and attended (in 2018) the 8th grade of a State College of the city of Goiânia. The methodological option of the research was the qualitative one, in view of the participant observation, which allows the researcher to understand the researched situation, to keep in touch with the researched subjects, besides participating in the actions and intervening in the situation. Assuming that reading is interaction between reader, text and author, through the pedagogical action in the classroom, we sought to promote teaching-learning situations to assist the adolescent student in the practice of reading and comprehension of texts. The data collection instruments were the interview, the observation and the activities produced in the reading classes. The data were analyzed according to the evidential paradigm, Bakhtin's theoretical principles and the reading strategies theory, taking into account the way the reading took place, how the strategies were developed and the benefits from their use. This research was based on the theory of dialogism, according to Bakhtin (2006, 2016), also seeking other authors who adopt this language / language perspective such as Geraldi (1984, 1997), Marcuschi (2008), Fiorin (2008) among others. In terms of reading strategies, we sought to base on Serravallo (2015), Barnhouse and Vinton (2012), Knoll (2000) and others. The research reveals challenges of working reading dialogically with adolescents, exploring the development of reading strategies. She shows that certain factors hinder the realization of a reader training work and points to the need for a more frequent practice of meaningful reading in the classroom, in order to train more proficient readers. |
