Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-16T22:35:50Z No. of bitstreams: 1 IldisneiMedeirosDaSilva_DISSERT.pdf: 1590367 bytes, checksum: af6643ae80b470cb1e12dfbb9ab28e2f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-23T22:27:25Z (GMT) No. of bitstreams: 1 IldisneiMedeirosDaSilva_DISSERT.pdf: 1590367 bytes, checksum: af6643ae80b470cb1e12dfbb9ab28e2f (MD5) / Made available in DSpace on 2016-08-23T22:27:25Z (GMT). No. of bitstreams: 1 IldisneiMedeirosDaSilva_DISSERT.pdf: 1590367 bytes, checksum: af6643ae80b470cb1e12dfbb9ab28e2f (MD5) Previous issue date: 2015-12-21 / O presente trabalho possui como objetivo, a partir da troca e do di?logo com os agentes envolvidos nesse processo de pesquisa participante, problematizar o planejamento pedag?gico dial?gico do Ensino de Teatro desenvolvido sob a ?tica do Di?logo em Paulo Freire, a fim de perceber como esse conceito ? compreendido, e como isso influencia e reverbera na estrutura??o desse planejamento pedag?gico e sua execu??o em salas de aula do Ensino Fundamental I, onde os integrantes do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia subprojeto Teatro da UFRN (PIBID-Teatro/UFRN) atuam. Por meio da observa??o participante ? que se tem trilhado e constru?do o caminho dessa pesquisa, vivenciando e questionando essa experi?ncia inspirada na proposta pedag?gica freireana. A investiga??o desenvolve um trabalho conjunto com os envolvidos contando com a ?dialogicidade? e a ?abordagem problematizadora? como fundamentos metodol?gicos mobilizadores para a constru??o de conhecimentos, tanto no grupo do PIBID-Teatro/UFRN, quanto no grupo atendido pelos bolsistas desse programa. Desse modo, os referenciais te?ricos desta disserta??o situam-se nos trabalhos de Paulo Freire no que se refere principalmente ao di?logo, nas sistematiza??es pedag?gicas do Grupo de Estudos e Pr?ticas Educativas em Movimento (GEPEM/UFRN), e nas produ??es do Laborat?rio de Estudos Cenogr?ficos e Tecnologias da Cena (CENOTEC/UFRN), no que diz respeito ? constru??o de um processo educativo dial?gico que considera as realidades dos sujeitos, estabelecendo rela??es entre essas realidades e os conhecimentos espec?ficos da ?rea ensinada, rela??es entre a ?rea espec?fica e outras ?reas do conhecimento, e reconhecendo a escola como espa?o de di?logo. / This work aims, from the exchange and dialogue with the agents involved in the research process, discuss the ways for planning a Dialogic Teaching Theatre proposed by the Institutional Scholarship Program Introduction to Teaching subproject Theatre UFRN, considering Freire's thought in relation to the dialogue, and the teaching moments (Study of Reality, Knowledge Organization and Application of Knowledge) proposed by the Group of Studies and educational Practices in Movement UFRN. The research develops a joint effort with stakeholders relying on the "dialogical" and "problem-based approach" as mobilizing methodological foundations for the construction of knowledge in both the group PIBID Theatre / UFRN, as the group attended by fellows of this program in Municipal school Professor La?rcio Fernandes Monteiro, on Natal-RN. Through a participatory research, a constant movement of action-reflection-action, and making use of some instruments of school ethnography, as participant observation, unstructured interviews, and graphics and textual records, is that it has trodden and built the search this way, experiencing and questioning the experience. Thus, the theoretical framework of this thesis are located on Paulo Freire's work as it relates primarily to the dialogical education, in pedagogical systematization of the Study Group and Educational Practices in Movement (GEPEM / UFRN), and the Research Laboratory of production scenography and scene Technologies (CENOTEC / UFRN), with regard to the construction of an educational process that considers the realities of the subjects in connecting these realities and specific knowledge of the taught area, relationships between specific area and other areas of knowledge, and recognizing the school as a space for dialogue.

Made available in DSpace on 2014-12-17T14:36:42Z (GMT). No. of bitstreams: 1 MariaLPS.pdf: 1648746 bytes, checksum: 77b72a3377a348869f908e75fb630c5e (MD5) Previous issue date: 2005-10-07 / This dissertation sutdies the mediative function in the planning of literary text reading classes of Portuguese. Its main central focus proposes that planning favors the pedagogical reading work of literary texts in the teaching of Portuguese, for they are regarded as one of the mediative elements the teaching-learning process. It also allows for its subjects to rethink the practice, theorizing it. As a theoretical basis the studies on participative planning are used, especially the studies concerning dialogic planning. The language/literature teaching perspective adopted in this work is guided by the socio-interactive conception of language, in a way that reading is seen as a comprehensive and interactive activity. Given the research process, the analysis of the reading process involved the Reader s Response, once that this theory considers the role of the reader and her/his interaction with the text. The study is grounded upon the following research question: which role(s) does the pedagogical planning play as a mediator of the reading teaching-learning process? The main objective of this dissertation is to investigate the pedagogical planning activity as a mediative instrument in the practice of reading in the Portuguese classes. The study is constituted of three stages, the third being emphasized (2002/2005) in which the direction of the participative action-research was used, as a way of acknowledging the pedagogical role in the teaching plan, as an instrument capable of rendering reorganization in the teaching-learning process of reading classes. We have as participants teachers of Portuguese in the elementary school (Ensino Fundamental, 3? ciclo), besides other segments of public schools, in the city of Pau dos Ferros RN, in which the previous studies were developed. The results point to the relevance in the role of the teacher, as a more experienced reader, in developing of pedagogical strategies that may come to favor the teaching of reading, having in the pedagogical sphere an instrument of theoretical reflection and sistematization of activities to be implemented in the classroom. The conclusions highlight the class plan as the mediative instrument to be incorporated and internalized into the teaching practice, amplifying and modifying the teacher s intervention forms, favoring, thus, her/his pedagogical mediation / Esta tese estuda a fun??o mediadora do planejamento na aula de leitura de textos liter?rios em L?ngua Portuguesa. Tem-se como foco central a proposi??o de que os planejamentos favorecem o trabalho pedag?gico de leitura de textos liter?rios no ensino de L?ngua Portuguesa, constituindo-se em um dos instrumentos mediadores do processo ensino-aprendizagem e possibilitando que os sujeitos desse processo repensem a pr?tica, teorizando-a. Adota-se como referencial te?rico os pressupostos do planejamento participativo, orientando-se, mais especificamente, pelo planejamento dial?gico. A perspectiva de ensino de l?ngua/leitura orienta-se pela concep??o s?cio-interacionista da linguagem, de modo que a leitura ? vista como atividade de compreens?o e de intera??o. A an?lise do processo de leitura envolveu a Est?tica da Recep??o, uma vez que esta teoria considera a atua??o do leitor e a sua intera??o com o texto. O objetivo geral da tese ? investigar a atividade de planejamento pedag?gico como instrumento mediador na pr?tica de leitura em aulas de L?ngua Portuguesa, norteando-se pela seguinte quest?o de pesquisa: que fun??o exerce o planejamento pedag?gico como mediador do ensino-aprendizagem de leitura?. Constituindo-se de tr?s etapas de estudo, enfatiza-se, aqui, a terceira (2002/2005), na qual utilizou-se os aportes da pesquisa-a??o participativa, como forma de conhecer o papel pedag?gico do plano de aula, como instrumento capaz de propiciar uma reorganiza??o do processo ensino-aprendizagem de leitura. T?m-se como participantes professores de L?ngua Portuguesa do Ensino Fundamental (3? ciclo), al?m de outros segmentos de uma escola p?blica, na cidade de Pau dos Ferros RN, cen?rio de estudos anteriores. O estudo evidenciou a relev?ncia do papel do professor, na qualidade de leitor mais experiente, ao desenvolver estrat?gias pedag?gicas que venham favorecer o ensino de leitura, tendo no plano pedag?gico um instrumento de reflex?es te?ricas e de sistematiza??o das atividades a serem efetivadas em sala de aula. Dentre as conclus?es, destaca-se a de que o plano como instrumento mediador ao ser incorporado e internalizado ? pr?tica pedag?gica do professor amplia e modifica suas formas de interven??o, favorecendo, assim, a sua media??o pedag?gica