Leitura e mediação: concepções de professores que atuam em bibliotecas escolares

• Ano de defesa: 2014
• Autor(a) principal: Moraes, Léa Anny de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Educação; Leitura; Mediação de leitura; Professores que atuam em bibliotecas escolares; Bibliotecas e professores; Education; Reading; Reading mediation; Teachers who work in school libraries; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13965; https://doi.org/10.14393/ufu.di.2014.118

This research aims to know the concepts present in written and spoken words, teachers who work in local school libraries of Uberlândia (MG) with respect to reading and mediation theme. The proposed methodological option is defined as qualitative the comparative and interpretive character. Moreover, every description and analysis of the research object are made in a dialectical perspective, by thinking reality, from its contradictions, within the historical and social context. The evidential paradigm was used to observe reality in their opaque aspects, with the appreciation of details and clues that reveal the roots of conceptions found. The construction of the database was made possible through meetings at the Municipal Centre for Educational Studies and Projects Julieta Diniz (CEMEPE), which is a municipal institution where school teachers hold continuing education courses. Thus, activities that allowed the collection of the words of teachers through workshops, a questionnaire and observation of the many moments of study and reflection on the concepts concerning the nature of reading and mediation were developed. The text begins with a general presentation of reading and readers in Brazil and reached the main perception is that the process of democratization of the books proposed by the government, to promote reading through shares and distribution programs works, has reached schools from different regions of Brazil, including those of Uberlândia, however, access to books is not enough for effective training of the reader, it is necessary also to take into account the social reality of the student, and, ensure time and space for reading mediation. The concept of mediation presented goes beyond the indication of good books to students before, is thought of as a dialectical process that involves learning moments with intentional actions based on dialogue, which is the most basic form of communication and meaning making. It has been established outlining a profile of teachers who work in school libraries of Uberlândia, in order to show the reality of the work of those surveyed, as well as the structure of the libraries where they work, the length of experience, the initial training they had, the amount and types of reading they do and other details that are part of the context of teachers. Upon completion of this work it was found that teachers lack knowledge about the key concepts related to reading and mediation, thus they develop their actions in the library without the necessary theoretical background. Moreover, studies with teachers, provided detailed and profound reflections on the design of reading advocated, so that they could understand it as an act that goes beyond mere deciphering and oralization graphic signs, since it is a process complex and sophisticated understanding. With regard to mediation, there was a recognition of their formative function, established in dialogical relations, interpretive and reflective character.