Mestrado Profissional em Ensino na Educação Básica (CEPAE)

URI Permanente para esta coleção

http://200.137.215.59/tede/handle/tde/272

Navegar

Agora exibindo 1 - 8 de 8

Literatura infantil e formação de leitores: novos horizontes para a abordagem do texto literário nos anos iniciais do ensino fundamental
(Universidade Federal de Goiás, 2021-03-26) Almeida, Débora Rodrigues de; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Vieira, Ilma Socorro Gonçalves; Suanno, Marilza Vanessa Rosa
This dissertation is the result of a research developed in the Stricto Sensu Professional Master's Course of the Graduate Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG).The literary text and its approach in the early years of elementary school has become a concern among teachers and researchers in education. In addition, ideological aspects and social demands related to the training of young readers have been increasingly taking place within discussions about the teaching of literature. Thus, the objectives of this dissertation are: to promote debates and reflections with teachers who work in teaching literature, in order to encompass all aspects of the literary text; extend the reflections made to other professionals working in the early years of elementary school, as well as in other stages of basic education; providing new aesthetic experiences to the students, through the reading of works that are outside the cultural / social and racial patterns of children's narratives; contribute to a reading formation within a humanizing perspective. Therefore, the theoretical part of this study "carries" the voices of authorities in literature and education, such as: Boto (2017), Zilberman (1984;2012),Magalhães(1984),Coêlho(2009,2013),Colomer(2003,2007),RubemAlves (2002), Morin (2002, 2009, 2015) and Suanno (2009, 2015, 2017), Thompson (1990), Candido (2009, 2011), Fittipaldi (2005) and other authors. In the practical part, we opted for a qualitative research with an intervention proposal, in which literary reading activities were developed with a multiserial class from the first phase of fundamental education based on the Reception Method, systematized by Aguiar and Bordini (1993). The research originated two educational products: a didactic sequence, which is found in the appendices of this dissertation; and a short video, which shows in a playful way the experiences lived with the children of E.M.S.R.C. Titled “Obax: between stone, rain and elephant”, they will be made available on the PPGEEB website and on the EduCapes portal.
A mediação da leitura literária na biblioteca escolar: uma experiência com alunos de 5º ano do CEPAE/UFG
(Universidade Federal de Goiás, 2018-10-08) Guida, Rosemarilany Barbosa; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana da; Curado, Maria Eugênia
El presente estudio tiene como objetivo investigar la relevancia de la biblioteca escolar, así como del bibliotecario, en el proceso de formación del hábito de lectura por el estudiante, una vez que la biblioteca escolar es un espacio para la práctica lectora y para la formación del lector literario, y el bibliotecario puede orientar la lectura y poner a disposición diversos géneros literarios. Entre estos, se destaca el texto dramático, poco leído en las escuelas. De este modo, se pretendió incentivar el hábito de lectura de este género literario en la biblioteca escolar del CEPAE / UFG, que tiene como método la investigación-acción, siendo utilizados cuestionarios y ruedas de conversación, orientadas por una secuencia didáctica dirigida a la biblioteca escolar, propuesta por Souza (2009) y Dolz y Schneuwly (2004). Esta actividad fue desarrollada por la investigadora, bibliotecaria, durante cinco semanas, con alumnos de los 5º años A y B de la enseñanza fundamental, en la biblioteca del CEPAE / UFG, y se aplican dos cuestionarios, uno al principio, antes de la secuencia didáctica, y otro al final de la actividad, con el fin de averiguar hábitos de lectura y conocimientos acerca de este género literario. También se aplicó un cuestionario con una clase de alumnos del 7º año del CEPAE / UFG, con la intención de verificar los hábitos de lectura y hacer un comparativo con esas dos clases. El objetivo era esclarecer el siguiente fenómeno: en la primera fase de la enseñanza fundamental, los alumnos de 5º año, incluso con alto volumen de préstamos de libros y siguiendo la agenda de biblioteca, se toman prestados pocos libros del género literario dramático, mientras que los alumnos de 7º año, después de cambiar de fase y dejar de seguir la agenda, cambian también sus hábitos de lectura y frecuencia a la biblioteca. Los resultados indican que los alumnos de 5º año de la primera fase tienen un alto índice de lectura y de visitas semanales a la biblioteca do CEPAE/UFG. En cuanto al género literario dramático, al final del proyecto, los alumnos pasaron a conocerlo y pretenden leer otros libros como los leídos em las ruedas de conversación. Los alumnos de 7º año de la segunda fase, tienen una menor cantidad de lecturas y de visitas a la biblioteca. Así, con estos resultados, demostramos que la agenda de biblioteca, la práctica de actividades didácticas en la biblioteca escolar y la mediación pueden estimular a los alumnos al hábito de lectura del género literario dramático y que el cambio de fase del fundamental 1 al 2 altera algunos de los hábitos de lectura de los alumnos.
(Re)contos de Machado de Assis: uma viagem ao mundo das HQ's e sua contribuição para a formação do leitor na educação básica
(Universidade Federal de Goiás, 2023-07-18) Macelai, Laura Graziella Rodrigues Sobrinho; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana da; Teixeira, Átila Silva Arruda
This dissertation is the results of the Stricto Sensu Professional Master’s Course of the Graduate Program in Teaching in Basic Education, from the Center for Teaching and Research Aplied to Education, Federal University of Goiás (PPGEEB -CEPAE -UFG). It presents an investigation about the teaching practice, when analyzing my Portuguese language classes, observing, and reflecting on the teacher's approach to the formation of the reader in Basic Education. Thus, from a pedagogical intervention focused on the reading of short stories by Machado de Assis, in two classes of the ninth grade and an elective subject of High School at a state school in the municipality of Goiânia/GO, my own practice was investigated. To do so, I established the following research problem: as a Portuguese teacher working with 9th graders of Elementary School and with an elective subject for High School students, how the reading of adapted comics from Machado de Assis’ short stories serve as a mediation for Machado’s original texts and contribute to the formation of the literary reader in basic education? This research was qualitative and based on theorists who discuss action research, such as Michel Thiolent (2005) and Barbier (2002). I also based myself on COSSON (2008) to investigate my own practice and about literary literacy. And the class narratives were mainly inspired by the studies of CANDIDO (2004), TODOROV (1995), ZILBERMAN (2002), ANDRUETTO (2017). The data collection took place through participant observation, descriptions and reflections of the field diary, the productions of the students' comics in relation to the activities applied and collected during the intervention and recorded audios of all classes, for three months. By analyzing the data, I developed the educational product in the form of an e-book, entitled Who a tale increases a point! Report of a literary experience in basic education, inserted apendix of this work. The book was written from a reflection on and about action with a focus on the analysis of comics produced by students, contemplating the results of this research through reflective narratives, sharing the experience obtained. With this research it was possible to highlight some didactic strategies that can lead the students themselves to the formation of the reader, improving their learning.
A importância do conto de Mia Couto para formação de leitores e para discussão da discriminação racial
(Universidade Federal de Goiás, 2023-10-27) Manuel, Eliane Rodrigues Alves; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Aurora Neta, Maria
This action research (Singer, 2011), part of the Professional Master's Degree Program in Basic Education Teaching at the Center for Teaching and Applied Research in Education (CEPAE) at the Federal University of Goiás (UFG), aimed to promote the development of literary readers in Basic Education. The study was based on authors such as Andruetto (2017), Antonio Candido (2004), Calvino (1993), Colomer (2002), Freire (1989), Humberto Eco (2009), Lajolo (2004), Todorov (2010), and Zilberman (1991). Additionally, the research sought to foster critical awareness among readers, particularly concerning racial discrimination and prejudice, drawing on the contributions of Ferreira, Fernandes, and Alberti (2000), Fischmann and Zilber (2002), Jones (1973), Marques (2005), Munanga (1999), Oliveira (1994), and Reis (2003). To achieve these objectives, readings and discussions were held on the short stories "The Baobab That Dreamed of Birds" and "Sidney Poitier at Feripe Beruberu's Barbershop," narratives from the book Every Man is a Race by Mozambican author Mia Couto. The research was conducted with 8th and 9th-grade students at Jardim Europa Adventist School (CAJE), a private school in Goiânia, during 2021. By the end of the study, students completed writing activities that demonstrated both satisfactory engagement with the literary texts and a critical understanding of racial discrimination and prejudice, as depicted in the stories and present in Brazilian society. An Educational Product was developed as a result, titled "The Importance of Mia Couto's Short Stories for Reader Development and Discussion on Racial Discrimination," in e-book format, which presented the research results based on a scientific process involving theoretical planning and qualitative and quantitative methods, articulated through the activities carried out with the students. Therefore, it can be concluded that the goals of the action research were achieved.
Contos de José J. Veiga: entre o real e o insólito nas práticas de leitura literária na educação de Jovens e Adultos
(Universidade Federal de Goiás, 2024-05-21) Martins, Raquel; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Aurora Neta, Maria
This research presents a proposal for training literary readers in Young Adult Education (EJA), based on reading fantastic stories by José J. Veiga. The short stories gathered to compose a didactic sequence, carried out with the 5th to 8th grade classes of a municipal public school, located in Goiânia, are set in rural spaces and small villages and portray, in an allegorical way, the human condition subjected to different types of oppression. The general objective that guides this study is, in addition to contributing to the process of forming the literary reader in EJA, to highlight the importance of literary reading in the teaching-learning process. In other words, it aims to collaborate with the process of training an autonomous, critical and reflective literary reader. The methodology defined for this work was action research (Thiollent, 2009). The theoretical contribution presents scholars in the areas of literature and education, such as Candido (2009, 2017), Zilberman (2009, 2012), Todorov (2007, 2009), Eco (2001), Andruetto (2017), Machado (2011), Petit (2009), Cosson (2021), Aguiar and Bordini (1988), Cortázar (2008), Gotlib (1990), Souza (1990), Freire (1987, 2020), Arroyo (2017), Libâneo e Silva (2020) and Saviani (2021), among others. As it is action research, an interpretative analysis was developed, based on the authors studied, of data collected in questionnaires, field diaries and student productions that contemplate the application of the didactic sequence. As a result of this pedagogical intervention, the educational product is presented in the form of an e-book, entitled “Literary reading notebook: José J. Veiga in EJA” and includes a presentation by the author, the short stories read, with a brief interpretation, suggestions for activities and, finally, some student reflections and productions. Its content was developed during the Stricto Sensu Professional Master's Degree of the Postgraduate Program in Teaching in Basic Education at the Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) at the Federal University of Goiás (UFG).
Quem roubou o meu futuro? O texto dramático de Sylvia Orthof na formação de leitores na Educação Básica
(Universidade Federal de Goiás, 2018-10-10) Matos, Taise Milhomem Borges; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Murce Filho, Newton Freire; Suanno, João Henrique
Esta investigación objetiva contribuir para la promoción del género dramático en la escuela, divulgando esta gran autora que es Sylvia Orthof, y contribuir para la formación de lectores literarios. Por lo tanto, se adoptó inicialmente como una técnica de investigación, la investigación bibliográfica, para apoyar el desarrollo de un futuro plan de acción. Posteriormente, se elaboró y ejecutó un proyecto siguiendo la línea de la metodología de la investigación-acción. Se desarrolló, a partir de la teoría estudiada, un plan de acción en formato de secuencia didáctica para promover la lectura de textos teatrales en el aula. Se realizó para este fin, actividades de lectura de modo tradicional, y posteriormente actividades de lectura dramática como estrategia para aproximar al alumno de dicho género. Las actividades fueron desarrolladas por la investigadora en el curso de diez clases. Por tratarse de una investigación cualitativa, este estudio utilizó diferentes instrumentos de recogida de datos, como: cuestionarios semiestructurados, entrevistas y diario de campo. Por lo tanto, el análisis y la categorización de los datos se basó en las respuestas que los alumnos tejieron sobre los hábitos de lectura, sobre la experiencia de lectura dramática de la pieza teatral "¿Quién robó mi futuro?" y, por último, en las contribuciones de esa misma pieza para la formación de la conciencia crítica y reflexiva del lector de la Enseñanza Básica. Ante a los resultados inmensamente satisfactorios, se puede concluir que la pieza teatral "¿Quién robó mi futuro?", de Sylvia Orthof, es un gran ejemplo de obra perteneciente al género dramático de la literatura infantojuvenil brasileña, pues presenta un texto con calidad literaria y que colabora para la construcción de un lector literario, en la Enseñanza Básica, más crítico y consciente de la realidad en que vive.
Das margens para as margens: a poesia marginal-periférica de autoria feminina em práticas de formação do leitor literário em uma escola pública periférica
(Universidade Federal de Goiás, 2021-03-30) Pires, Glayce Kelly Cardoso; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Felizardo, Alexandre Bonafim
This research presents a proposal for the formation of literary reading, with students in the basic stage of teaching, from a reading experience with the poetic text, with a view to ensuring aesthetic fruition, since the genre is sometimes devoid of its primary function, when considered a grammatical repository, and is even neglected among experienced readers, given its compositional complexity. The selected literary corpus includes two works, by female authors, part of the contemporary marginal-peripheral movement, namely Águas da Cabaça, by Elizandra Sousa (2013), and Sangria, by Luíza Romão (2017). As an initial hypothesis, it is inferred that the reading experience in the school context, which guarantees aesthetic fruition from a lyricism engaged in ethnic-racial and gender issues, provides a closer relationship with poetic reading based on the identification of students, to consider that the theme proposed by the poets dialogues with the very experience of these students – a context in which they are often inserted, given the peripheral region in which the public school participating in this study is located. Thus, based on Antonio Candido's (1989; 2004) premise that literature is a universal and inalienable right, the theoretical part of the research counts on the contribution of studies related to the formation of the literary reader and to the formation of the poetic text, in the school context, from the propositions of Ligia Averbuck (1986), Marisa Lajolo (1986), Octávio Paz (2012), Regina Zilberman (1986, 2005, 2016) among others. Concomitantly with the theoretical discussion, it is worth observing the normative premises of the Common National Curriculum Base (BRASIL-BNCC, 2018), given its implementation in Brazilian basic education. The analysis of the poems is based on the studies of Alfredo Bosi (1997) and Gilbert Duran (2001), soon after a theoretical discussion on non-hegemonic literary writing, based on the studies of Conceição Evaristo (2009), Gayatri Spivak (2010), Grada Kilomba (2019) and Sueli Carneiro (2019). The practical part of this research, of a qualitative nature, is anchored in the reception method proposed by Aguiar and Bordini (1993). In compliance with the last step of the chosen method, the participants are free to take a stand based on the questionnaires and also through the production of letters sent to the writers. Thus, these data are presented based on the assumptions of João Luis Ceccantini (2016) and Umberto Eco (2010. Finally, it is possible to confirm the initial hypothesis, that is, that the practice of reading through fruition provides a closer relationship with the poetic text, in order to contribute to the process of literary reading training of students, the main objective of this study. The research also has an educational product in audiovisual media entitled “Vozes-Mulheres em eco com a vida-liberdade”. This product is linked to the Stricto Sensu Professional Master's Degree Program in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG) and, therefore, is also available on the website of the Postgraduate Program in Teaching in Basic Education. (https://pos.cepae.ufg.br)
Visitando o fantástico pelas veredas do conto: práticas escolares de leitura literária no ensino fundamental II
(Universidade Federal de Goiás, 2019-09-07) Ribeiro, Jullyana Corrêa; Faria, Vivianne Fleury de; http://lattes.cnpq.br/4718717363031731; Faria, Vivianne Fleury de; Silva, Leosmar Aparecido da; Silva, Célia Sebastiana
This work deals with the formation of the literature reader, in view of a socially marginalized school context, therefore, without the material resources necessary to perform basic activities, such as literary reading. The research took place in a public and peripheral school, Paulino Inácio Rosa Municipal School (EMPIR), more specifically in the 8th grade elementary school, which the researcher already acts as a full professor. The general objective of this research is to contribute to the development of theories, methods and practices about the teaching of literary reading at the fundamental level II and, thus, to facilitate the work of the teacher who works, especially, in public schools. Moreover, it is hoped that this research will in fact contribute to the education of the literature reader, in particular, the formation of socially marginalized students, who study and reside in the periphery and, therefore, live with a minimal perspective of social growth, economic and intellectual. In this sense, as a theoretical reference, this study was based on the concepts of Candido (2000), Eco (2003), Lajolo (2004), Todorov (2009), as well as other scholars who treat literary reading as a fundamental element for the constitution of citizenship. It is noteworthy that four fantastic tales by Murilo Rubião and four others by José J. Veiga were used, which fit the fine line between realism and the fantastic, as fundamental tools for the constitution of the corpus of this work, which was obtained through audio recordings of the participants' oral productions. In addition, the works of Bourdieu (2012) and Freire (2006) were also essential to consider the reality of the research members and the influence of the family environment on school performance, therefore, in the development of reading competence. Another important aspect that guided this work was with the concepts pointed out by the works of Zilberman (1989), among other scholars who were fundamental to understand and think, in practice, the issues that involve the reception of the literary text, as well as the whole. meaning-making process, considering both the reader's expectation horizon and the strangeness that he is sometimes subjected to when he does not identify with the work of art. All this, in order to grasp and demonstrate the relations of representation and reading strategies that the reader uses in the production of meaning. Regarding the methodology, this work adopted the action research method, which assumes the involvement of the researcher, as an active participant, in order to act in the field of practice and investigate the problems identified. In addition, this research is linked to the site www.literaturanaescola.com, created with the purpose of facilitating the access of all discussed concepts to teachers who wish to improve their teaching practice or to dialogue with their peers about the most varied methodologies that comprise the pedagogical action. Thus, this Final Educational Product can be seen as a kind of extension of field research. From this performance, it was possible to realize that the establishment of a dialogue environment - where students' previous knowledge is considered and respected by all participants -, as well as the presentation of literary texts that have a well-elaborated aesthetic and that actually communicate with the students. reality of students contribute efficiently to the formation of literary taste and, therefore, to the autonomy of the student reader.

Navegar

Navegando Mestrado Profissional em Ensino na Educação Básica (CEPAE) por Por Orientador "Faria, Vivianne Fleury de"

Resultados por página

Opções de Ordenação