Made available in DSpace on 2014-06-11T19:25:39Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-01-15Bitstream added on 2014-06-13T20:14:25Z : No. of bitstreams: 1 perin_da_me_prud.pdf: 778296 bytes, checksum: bb84f89f18047ebdf8ee58e80293141a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A pesquisa: Mediadores e espaços de leitura: a prática em escolas municipais de Presidente Prudente vincula-se à linha de pesquisa Práticas educativas e formação de professores. Acredita-se que ler literatura é ação essencial, impulsionada pela descoberta do novo, do sentido, da fantasia, do enigmático, do prazer e da fruição. Na escola, a leitura de textos de literatura infanto-juvenil vem sendo trabalhada pelo professor muitas vezes de forma didatizada, tendo anulado o seu potencial estético, criativo e libertador. Essa prática, quando mecanizada, não é suficiente para incentivar a formação do leitor, pois desconhece as possibilidades e a importância dos espaços que colaboram para esse fim. Esta pesquisa teve como objetivo principal analisar como os espaços que mediam a leitura na escola são utilizados. Identificamos dois espaços de mediação nas escolas municipais de Presidente Prudente – a Biblioteca Escolar e o Canto da Leitura. O primeiro, utilizado por todas as escolas, as vezes aberto à comunidade; o segundo, mediado pelo professor, por estar dentro da sala de aula. Consideramos como mediadores de leitura, os professores e os “bibliotecários”. Dezoito (18) escolas municipais foram visitadas e o corpus da pesquisa foi composto por sete (7) instituições escolares que trabalham com as séries iniciais. A partir de um questionário, pudemos conhecer as concepções de leitura de 63 professores, que embora coerentes com uma proposta que visa à formação de leitores, após as análises revelaram-se contraditórias e vazias em relação às ações docentes que subsidiam a prática pedagógica para o ensino da leitura, facetas de um discurso inconsistente. Da mesma forma, pudemos conhecer o perfil dos sete (7) “bibliotecários” das escolas pesquisadas. Entrevistas semi-estruturadas com esses profissionais permitiu entender sua formação... / The research: Mediators and spaces of reading :the practice in municipal schools of Presidente Prudente links to the research area Educational practice and teachers formation. It believes reading is essential action, driven by the discovery of the new, of the direction, of the enigmatic, of the pleasure and the enjoyment. In the school, text readings are being developed by the teacher for several times of a schooling way, having annulled its esthetic potential, creative and liberating. This practice, when mechanized, it is not enough to encourage the reader formation, because he/she does not recognize the possibilities and the importance of spaces that collaborate to this purpose. This research had as main aim to analyze how the spaces that mediate reading in the school are used. It was identified two spaces of mediation in the municipal schools of Presidente Prudente-The School Library and The Reading Space. The first, used by all the schools, sometimes opened to the community; the second, mediated by the teacher, that is why he/she is inside the classroom. It was considered as reading mediators, the teachers and the “librarians”. Eighteen (18) municipal schools were visited and the corpus of the research was composed for seven (7) schools establishments that work with the first grades. Based in a questionnaire, we could know the reading conceptions of 63 teachers, that although coherent with a purpose that aims readers formation, after the analysis revealed contradictory and meaningless in relation to teaching action that subsidize pedagogical practice for reading teaching , facets of a inconsistent speech... (Complete abstract click electronic access below)

Orientador: Renata Junqueira de Souza / Banca: Dagoberto Buim Arena / Banca: Ana Maria da Costa Santos Menin / Resumo: A pesquisa: Mediadores e espaços de leitura: a prática em escolas municipais de Presidente Prudente vincula-se à linha de pesquisa Práticas educativas e formação de professores. Acredita-se que ler literatura é ação essencial, impulsionada pela descoberta do novo, do sentido, da fantasia, do enigmático, do prazer e da fruição. Na escola, a leitura de textos de literatura infanto-juvenil vem sendo trabalhada pelo professor muitas vezes de forma didatizada, tendo anulado o seu potencial estético, criativo e libertador. Essa prática, quando mecanizada, não é suficiente para incentivar a formação do leitor, pois desconhece as possibilidades e a importância dos espaços que colaboram para esse fim. Esta pesquisa teve como objetivo principal analisar como os espaços que mediam a leitura na escola são utilizados. Identificamos dois espaços de mediação nas escolas municipais de Presidente Prudente - a Biblioteca Escolar e o Canto da Leitura. O primeiro, utilizado por todas as escolas, as vezes aberto à comunidade; o segundo, mediado pelo professor, por estar dentro da sala de aula. Consideramos como mediadores de leitura, os professores e os "bibliotecários". Dezoito (18) escolas municipais foram visitadas e o corpus da pesquisa foi composto por sete (7) instituições escolares que trabalham com as séries iniciais. A partir de um questionário, pudemos conhecer as concepções de leitura de 63 professores, que embora coerentes com uma proposta que visa à formação de leitores, após as análises revelaram-se contraditórias e vazias em relação às ações docentes que subsidiam a prática pedagógica para o ensino da leitura, facetas de um discurso inconsistente. Da mesma forma, pudemos conhecer o perfil dos sete (7) "bibliotecários" das escolas pesquisadas. Entrevistas semi-estruturadas com esses profissionais permitiu entender sua formação... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The research: Mediators and spaces of reading :the practice in municipal schools of Presidente Prudente links to the research area Educational practice and teachers formation. It believes reading is essential action, driven by the discovery of the new, of the direction, of the enigmatic, of the pleasure and the enjoyment. In the school, text readings are being developed by the teacher for several times of a schooling way, having annulled its esthetic potential, creative and liberating. This practice, when mechanized, it is not enough to encourage the reader formation, because he/she does not recognize the possibilities and the importance of spaces that collaborate to this purpose. This research had as main aim to analyze how the spaces that mediate reading in the school are used. It was identified two spaces of mediation in the municipal schools of Presidente Prudente-The School Library and The Reading Space. The first, used by all the schools, sometimes opened to the community; the second, mediated by the teacher, that is why he/she is inside the classroom. It was considered as reading mediators, the teachers and the "librarians". Eighteen (18) municipal schools were visited and the corpus of the research was composed for seven (7) schools establishments that work with the first grades. Based in a questionnaire, we could know the reading conceptions of 63 teachers, that although coherent with a purpose that aims readers formation, after the analysis revealed contradictory and meaningless in relation to teaching action that subsidize pedagogical practice for reading teaching , facets of a inconsistent speech... (Complete abstract click electronic access below) / Mestre

公共圖書館是兒童主要獲取資訊及知識的場所，對於兒童而言，圖書館兒童閱讀空間閱讀氛圍的營造與空間規劃設計又為影響到兒童對於圖書館使用意願的關鍵。理想的兒童閱讀空間應該不論在閱讀空間設計、家具及設備安排、分齡分眾功能劃分上，都應該能呼應兒童及家長等使用者的需求，以吸引他們到圖書館來親近使用，並幫助兒童在利用圖書館的過程中培養閱讀的樂趣。本研究旨在建構適合公共圖書館兒童閱讀空間的原則及構面指標，以作為國內公共圖書館未來規劃及建置兒童閱讀空間時的參考。 　　本研究研究目的有四點：（一）以兒童需求中心探討圖書館兒童閱讀空間設計原則；（二）探討兒童與父母對圖書館兒童閱讀空間設計原則的認知；（三）探討兒童與父母對圖書館兒童閱讀空間的使用與滿意度；（四）探討影響兒童與父母對圖書館兒童閱讀空間滿意度的影響因素，以作為公共圖書館未來在兒童閱讀空間上的規劃參考。 　　為獲得研究結果，本研究首先分析國內外有關公共圖書館兒童閱讀空間規劃案例，並透過文獻分析法與訪談法具體建構出三構面19項指標，以及「公共圖書館兒童閱讀空間需求及滿意度調查問卷」作為研究工具。研究問卷並針對臺北市立圖書館總館及所屬分館的兒童閱讀空間進行發放，獲得以下結論：（一）兒童閱讀空間經過空間改善後多能滿足使用者期待；（二）兒童對圖書館服務需求多元，並非僅限閱讀；（三）安全性、共讀空間、閱讀氛圍營造會影響兒童使用意願；（四）安全性、家具樣式及哺集乳室的設置最受使用者滿意；（五）使用者認為圖書館應關注不同年齡的兒童及家長需求，增加團體討論室，區隔討論區與閱讀區。 / A public library is a major place where children can have access to information and knowledge. For children, the creation of a reading atmosphere and the spatial planning and design in the children's reading space at the library are the key to their willingness to use libraries. An ideal children’s reading space should be able to respond to the needs of children and parents and other users, whether in reading space design, furniture and equipment arrangement, or facilities for different age groups, so as to attract them to the library and encourage them to read for pleasure in the process of using the library. This study aims to establish the principles and dimension indicators for the children's reading space at the public library, which can serve as a reference for future planning and construction of children's reading spaces at public libraries in Taiwan. 　　The purposes of this study are to explore (1) the design principles behind the children's reading space at the library from the perspective of children's needs; (2) children's and parents’ perceptions of the design principles behind the children's reading space at the library; (3) children’s and parents’ use of and satisfaction with the children's reading space at the library, and (4) factors in children’s and parents’ satisfaction with the children's reading space at the library, in order to provide a reference for future planning of children's reading spaces at public libraries. 　　In order to obtain research results, this study first analyzed the cases of children's reading space planning at public libraries at home and abroad, and developed three dimensions and 19 indicators through literature review and interviews, as well as used as a research tool the Public Library Children's Reading Space Requirements and Satisfaction Questionnaire. The questionnaire was also distributed to the children’s reading spaces at Taipei Main Public Library and its branches, thereby reaching the following conclusions: (1) most of children's reading spaces can meet users’ expectations after the improvement of space; (2) children's demand for library services is diversified and not limited to reading; (3) safety, the family reading area, and the reading atmosphere have influence on children's willingness to use; (4) most users are satisfied with safety, the furniture style, and the establishment of a lactation room, and (5) users believe that the library should focus on the needs of children and parents of different ages, and increase group discussion rooms, and separate discussion areas from reading areas.