Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Dall'Agnol, Rosinéia Wroenski |
| Orientador(a): |
Santos, Eliane Aparecida Galvão dos |
| Banca de defesa: |
Nunes, Marília Forgearini,
Kist, Liane Batistela |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| 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://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/981
|
Resumo: |
In this study, reading in the school context is discussed through the playfulness bias, with the central objective of analyzing the impacts of pedagogical practices developed in reading projects of the Municipal Teaching Network of Santa Maria/RS, for the training of student readers, from the conceptions of teachers, managers and proposed projects. Initially, a survey of studies related to reading and playfulness was carried out, through the state of knowledge. In the sequence, we sought to identify which pedagogical practices, considered ludic, were developed from reading projects in the Municipal Network of Santa Maria/RS and, finally, to understand the conceptions of teachers of the Early Years of Elementary Education and of the managers about pedagogical practices in the development of the reading subject. Based on this proposal, the present research, with a qualitative-descriptive approach, of the case study type, configures a data collection carried out through documentary analysis, in which a questionnaire applied to twelve teachers from two public schools in the Municipal Network of Santa Maria/RS. From de research, it appears that the pedagogical practices, through playfulness in the school context, stimulate constant (re)meanings in the way students express themselves, which is not limited to something pre-established, but to differentiated strategies in relation to traditional education. Such practices are present in the context, as a cultural, social, experienced, recreated element, which implies planning and mediations by the teacher and the school as a whole. In this way, the experiences and playful experiences through reading training develops autonomy, provides enriching learning moments, feelings of joy, pleasure, motivation, engagement and the development of reading skills and competences of students. |
