O livro de literatura infantil no primeiro ciclo: um estudo sobre a mediação escolar da literatura em um contexto socioeconomicamente desfavorecido

• Ano de defesa: 2011
• Autor(a) principal: Eliana Guimaraes Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Leitura; Literatura infantil; Leitura literária; Letramento literário; Educação de crianças Aspectos sociais; Educação; Literatura infanto-juvenil; Letramento; Alfabetização Aspectos sociais; Livros e leitura
• Link de acesso: http://hdl.handle.net/1843/BUOS-8FXPE7

This study was funded by Brazils National Council for Scientific and Technological Development (CNPq) and its main objective is to analyze the teaching of literary literacy to young learners with a view towards the discovery of possibilities for the formation of literature readers in a socioeconomically less privileged context. There were other specific objectives, such as: to understand the most recurrent teaching practices in the classroom involving literary books; to highlight trends in the usage of literature books in such practices; and to understand how the interactions happen between pupils and literature books, often mediated by the teacher. It is a qualitative study that employed the participant observation as methodology. The observation phase was carried out in three groups of the first cycles third grade (formerly known as second grade), ranging from eight- to ten-year-old pupils of a public school inContagem, a town in the Greater Belo Horizonte region. The theoretical background used in this study is composed by several authors that have long been looking into literary reading, such as Paulino, Lajolo, Zilberman, Cademartori, Soares, and Hunt, among others. In such scholars view, reading activities foster interaction through which meaning is constructed, hence the importance of situating this work in the broader field of language (for which Bakhtin's work has proved of great importance). Other significant authors contributed important elements for the analysis of literary reading in sociocultural environments with scarce access to books, namely, Lahire, Bourdieu, and Petit, among others. As a general result, this study unveils some particularities of the formation process of literary readers, pointing out to a series of guidelines for the literary formation of first cycle children with their literacy process in full swing, thus open to the discovery of literary books.