2017-08-072022-04-262022-04-262017-06-29OLIVEIRA, G. S. Estado da arte da leitura no Brasil: 2010 a 2015. 2017. 169 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2017.http://repositorio.ufcat.edu.br/tede/handle/tede/7639This dissertation is linked to the Postgraduate Program in Education of the Special Academic Unit of Education of the Federal University of Goiás - Regional Catalão, in the line of research "Reading, Education and Teaching of Mother Tongue and Nature Sciences". The main objective of this research was to investigate the theoretical-methodological foundations most used in researches with the subject of reading, in master's and doctorate productions, linked to postgraduate programs in Education in the country; in the papers presented in WG 10: Literacy, Reading and Writing, of the National Association of Postgraduate and Research in Education (ANPEd); and in articles published in the Brazilian Journal of Education (RBE), ANPEd's periodical, in the period of 2010 until 2015. For this study, it was chosen the methodology of the literature of the "State of the Art", with a qualitative approach. As theoretical references, the following studies were used: Zilberman (1998, 2000, 2004, 2008), Abreu (2001), Manguel (2002), Kleiman (2002), Silva (1995, 1998, 2005, 2009), Soares (1995, 1998, 2000, 2004, 2008), Street (2014), Freire (1987), Britto (1999, 2002), Orlandi (1995), Gatti (2010), Chartier (1999, 2011), Solé (2008), Koch and Elias (2009), Petit (2009, 2013), Geraldi (2012), Lüdke and André (2013, 2015), Certeau (2014), Guedin and Franco (2011), Severino (2007) and Triviños (1987). The search in the Brazilian Library of Theses and Dissertations (BDTD) resulted in a total of 438 productions on reading, being 317 master dissertations and 121 doctoral theses. Of these papers, 170 dissertations and 57 theses in the area of Education were the focus of this research, as well as 106 productions of ANPEd's WG 10 and 11 articles published in RBE. Thus, the mapping of these 344 productions with the theme reading, produced in the area of Education, from 2010 to 2015 was carried out. The results showed that the main theoretical foundations were based on the socio-interactionist perspective of learning and the historical-cultural approach of Vygotsky's psychology of cognitive development (1998, 2001, 2004). The researches were also based on Bakhtin's enunciative theory of language (1988, 1998), which understands language as a process of social construction and dialogic interaction. In addition, there were discussions supported in the social perspective of the literacy, understanding different contexts as essential for the reader's formation of the subject. Already, the productions focusing on the teacher showed discussions about training and teaching practices, based on Nóvoa (2010), Freire (1988), Gatti (2011), Libâneo (2015) and Imbernón (2000, 2004). Finally, were observed the prevalence of the following types of research in the investigated productions: field research, case studies, action research, documentary and bibliographical, with a qualitative approach. The most used research instruments were: participant observations, semi-structured interviews, open questionnaires, field diaries, pedagogical workshops, propositional interventions, and documentary and content analysis.application/pdfAcesso AbertoLeituraEstado da arteFundamentos teóricos e metodológicosReadingState of artTheoretical and methodological foundationsCIENCIAS HUMANAS::EDUCACAODissertação