Práticas de leitura e suas contribuições para o letramento literário : um estudo com crianças de 05 e 06 anos

• Ano de defesa: 2016
• Autor(a) principal: Silva , Claudia Aparecida do Nascimento e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Literatura infantil; Letramento literário; Educação Infantil; Prática pedagógica; Leitura; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Children‘s literature; Literary literacy; Children‘s education; Pedagogical practice; Reading
• Link de acesso: http://ri.ufmt.br/handle/1/1185

The objective of this Master‘s thesis is to show an analysis of reading practices of children‘s literature promoted among 5 and 6 year old children of a classroom to verify if these reading strategies in fact contribute for the literary literacy of these children. The aim of this study is to identify common reading practices occurred in a primary classroom of children‘s education, investigate the frequency of the literary readings among these children and register the name of the books they read. The research also verified the contribution of reading practice for the aesthetic appreciation of the kids. This thesis presents a qualitative approach with a field research: an ethnographic case study based on three main techniques: observation, interview and documental analysis. A teacher and twenty-four children aged 5 and 6 year old participated of the research. There were thirteen boys and eleven girls among them. The data were collected through fieldwork, semi structured interview with the teacher and an analysis of the school‘s Political Pedagogical Project. The data analysis is divided in three main points: 1st: time and space exploration in children‘s education; 2nd: Reading practices of children‘s literature books; 3rd: Reaction of children to these practices; 4th: Contribution of these practices to literary literacy of these kids. The research is linked to the Master Degree Program of the Federal University of Mato Grosso, in Rondonópolis city. It was developed in the perspective of the studies of Language, Culture and Knowledge Construction. Our theoretical basis discusses theories about reading practices, literature and critical literacy, especially literary literacy, the focus of our research. The most relevant authors for this thesis are Ezequiel Teodoro da Silva (1997) and Rildo Cosson (2014a), whose theories discuss reading practices; Marisa Lajolo (1994) and Teresa Colomer (2007), theorists of literature; Angela B. Kleiman (1995), Leda V. Tfouni (1988), Magda Soares (1999) and Maria do Rosário Longo Mortatti (2004), whose researches talk about literacy and, finally, Maria Zélia Versiani Machado (2012), Marta Passos Pinheiro (2006), Aparecida Paiva e Francisca Maciel (2008), Ana Arlinda de Oliveira (2010) and Rildo Cosson (2014b) theorists of literary literacy. The data analysis shows that the pedagogical practice is planned to promote literary literacy. We could also observe that kids became more involved with literature due to the proposals of reading practices experienced at school.