Formação literária em uma escola de tempo integral: novos modos de relação entre o jovem e os livros?
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2017-02-23
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Universidade Federal de Goiás
Resumo
This thesis investigates the literary reading practice of the young reader who attends the
second stage of elementary education, in a full - time state school located in Goiânia. The
objective is to investigate the reading modes that are present in this environment,
investigating what the student reads, what motivates or discourages her/him to read, the
family influence, the reading practices offered by the teachers and the work done by the
school librarians. The thesis of the research, which seeks to be proved, is whether the fulltime
state school contributes positively to the reading constitution of the young person who
studies this kind of school. As a theoretical reference, the assumptions of French line
Discourse Analysis are taken as starting point, from the perspective of Michel Foucault (2012,
2013a, 2013b) and Michel Pêcheux (1990, 1997), as well as the dialogical principle of
Mikhail Bakhtin ( 2000, 2009). We also highlight the studies on reading practices, in the
perspective of Roger Chartier (1999), Alberto Manguel (1997) e Néstor García Canclini
(2008), besides the assumption of Antonio Candido (1972, 1995) in the literary field, and the
work of Lígia Cadermatori (2012), Graça Paulino (2001) and Regina Zilberman (2001), on,
more specifically, the practices of literary reading in school, among other scholars. This is a
qualitative research, applied to a case study, which describes the proposed object, through
data collected by recorded interviews, with the research subjects who participate of the study:
40 students, 4 teachers and 2 dinamyzers of the library. The students were divided into two
groups: readers and non-readers, the participants of the second group were self-declared as
non-readers. The results of this investigation show that the practice of reading among readers
and non-readers is, to a certain extent, influenced by the family environment and friends, and
it is motivated by the use of digital media and technological devices, which influence access
to new books. In addition, we confirmed that student readers, in general, enjoy reading
activities provided by teachers in the morning shift classes, and in the literacy support
workshop offered in the afternoon, and they have a strong sense of identification with the
work developed by one of the dynamizers of the school library. All these factors had a
favorable impact on the reading education of these young people. Non-readers, on the other
hand, are highly averse to the methodologies proposed by the school to read, and do not feel
comfortable with the full-time study. This research concluded, then, the importance of more
investigation about the mediation and training of teachers and the dinamyzers, in order to
improve the integration of teaching in this school among professionals and students, so that,
the school could offer real full-time education, and it is also important to improve the
infrastructure of these schools.
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CORSI, Solange da Silva. Formação literária em uma escola de tempo integral: novos modos de relação entre o jovem e os livros? 2017. 255 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.