É hora da história: oficinas de leitura no desenvolvimento das competências leitoras de crianças do primeiro ano do ensino fundamental
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Data
2018-02-19
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Universidade Federal de Goiás
Resumo
In the research is based on the conception of reading teaching in which the literary text assumes a
fundamental role in the student-reader formation. The central problem is how the children of the
first year construct their reading comprehension, starting from the participation in workshops of
reading of literary texts, planned with the intention of expanding the reading abilities in this stage
of schooling? The aim of this study is to understand how children, in this stage of schooling, are
trained as active readers as they participate in planned reading workshops, aiming at developing
reading strategies that help them construct meanings for the texts, making inferences, views and
Connections from their previous knowledge. To do so, we seek to broaden the students' reading
skills, to understand their interaction with the texts and with the researcher teacher, through reading
practices anchored in literary texts. Through a qualitative approach, from the perspective of the
action-research method, the methodological tools used to construct the empirical data were the
participant observation of the classes of Portuguese language of the class, non-directive interviews
with the teacher regent and analysis of documents, specifically the Pedagogical guidelines of the
State Schools of Integral Time, in order to understand the situations to which we would intervene.
In this research, the nineteen workshops were set up as an interventional instrument, using records
in the logbook, audio recordings of the collective dynamics taught, dialogue with the students and
teacher of the class of the teaching institution. We discuss with authors that problematize the
relationship between reader training, children's literature, literacy and literacy, mediation of the
teacher in the process and the role of reading strategies in this context, such as Zilberman (1994;
2009), Carvalho (2007), Kleimam (2001; 2002), Saraiva (2001), Soares (2014), Bortoni-Ricardo
(2012), Solé (1998), Girotto and Souza (2010), Cosson (2007, 2014), among others. The analyzes
indicate that children, even without having the mastery of the written code, from the mediation, are
able to understand texts. Thus, the expansion of the reading abilities of children in the initial series
of literacy will occur from the moment that, in pedagogical mediation, their experiences and
experiences in the field of reading are amplified, prioritizing the development of their literary
repertoire, with direct contact with books.
Descrição
Palavras-chave
Leitura literária, Formação de leitor, Mediação pedagógica, Estratégias de leitura, Literary reading, Reader training, Education and training, Reading estrategies
Citação
OLIVEIRA, S. C. S. É hora da história: oficinas de leitura no desenvolvimento das competências leitoras de crianças do primeiro ano do ensino fundamental. 2018. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2018.