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Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-19Bitstream added on 2014-06-13T19:41:20Z : No. of bitstreams: 1 silva_rj_dr_mar.pdf: 4184353 bytes, checksum: 96549d12b0ce8d95c2b4dc9bc62d1628 (MD5) / Esta tese apresenta uma proposta de formação do mediador de leitura que atua em biblioteca escolar. Desde sua origem, este estudo tomou dimensões teórico-práticas da pesquisa-ação, uma vez que houve a intervenção na Rede Municipal de Ensino de Londrina, por meio da estruturação do projeto de leitura Bibliotecas Escolares: Palavras Andantes no período de 2002/2004. Posteriormente, em Barcelona de 2005/2006, foram coletados dados a respeito da mediação de leitura em duas bibliotecas escolares, a fim de estabelecer uma correlação dese processo entre Barcelona e Londrina/PR. Além disso, foram entrevistados professores participantes do referido Projeto e especialistas das áreas de leitura, formação de leitores e biblioteca escolar do Brasil e da Espanha, respectivamente: Edmir Perrotti, Regina Zilberman, Teresa Colomer e Teresa Mañà. As conclusões obtidas no estudo apontam para a necessidade de fundamentar a prática do professor mediador com conteúdos voltados à concepção de leitura e suas relações com a do ato de ler na biblioteca da escola. / The thesis presents a proposal for reading mediator formation, who directly acts at school libraries. The methodology used was the action research approach, which is divided into two periods. During the first period (2002/2003), the research was based on the Bibliotecas Escolares: Palavras Andantes (School Libraries: Walking Words) project, which is an initiative of the public educational system of the Londrina Municipality in Brazil. The second period (2005/2006) was located in Barcelona, Spain. The study has collected data regarding mediation activities in two Spaniard library schools, in order to establish a correlation of this process between Barcelona and Londrina. During the research, project participants and specialists in the field were interviewed in Brazil an Spain. The names are: Edmir Perrotti; Regina Zilberman; Teresa Colomer; and Teresa Mañà. The work conclusion presents that the reading mediator requires a bond among three aspects: the reading practice itself, the literature concept, and the relation betweem the initial two aspects with the reading experience in the school library.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-22T21:16:25Z No. of bitstreams: 1 DISS_2015_Luci Gomes da Mata.pdf: 1218789 bytes, checksum: 63b3e9166553ff4651ca3ac612ebf0d5 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-17T13:52:57Z (GMT) No. of bitstreams: 1 DISS_2015_Luci Gomes da Mata.pdf: 1218789 bytes, checksum: 63b3e9166553ff4651ca3ac612ebf0d5 (MD5) / Made available in DSpace on 2018-04-17T13:52:57Z (GMT). No. of bitstreams: 1 DISS_2015_Luci Gomes da Mata.pdf: 1218789 bytes, checksum: 63b3e9166553ff4651ca3ac612ebf0d5 (MD5) Previous issue date: 2015-03-26 / FAPEMAT / Na presente pesquisa, vinculada ao Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso (PPGEdu/CUR/UFMT), investigou-se as leituras dos professores efetivos de Língua Portuguesa da rede estadual do município de Rondonópolis, Mato Grosso. Para tanto, utilizou-se o método de análise de conteúdo, numa abordagem quanti-qualitativa, a partir de questionários estruturados. Nesse sentido, a pesquisa propôs, como objetivo geral, analisar quais são os livros acadêmicos lidos pelos professores de Língua Portuguesa, apontados como obras mais relevantes, tanto para a sua formação, quanto para a sua atuação no ensino da língua materna. Nesse contexto, para essa pesquisa, as leituras relevantes foram as de cunho acadêmico, realizadas pelos docentes de Língua Portuguesa como subsídios para a sua formação e prática pedagógica. Sendo assim, os objetivos específicos são os seguintes: Identificar quais são os livros acadêmicos mais lidos pelos professores de Língua Portuguesa da rede estadual do município de Rondonópolis, Mato Grosso; Averiguar os gêneros dos livros acadêmicos mais lidos pelos professores de Língua Portuguesa durante o ano de 2013 a abril de 2014; Investigar, na perspectiva dos professores, qual é a relevância das leituras acadêmicas na sua formação e atuação pedagógica. Os dados indicam números interessantes sobre a leitura dos docentes de Língua Portuguesa, pois, de 20 escolas estaduais, coletou-se dados de 30 sujeitos, que resultaram nas informações que serão apresentadas. Do acervo analisado, 43% foram leituras específicas para a formação e prática pedagógica do profissional de Língua Portuguesa e 57% se referiram à leitura de outros gêneros. Respondendo ao primeiro objetivo específico da pesquisa, os livros acadêmicos referenciados pelos sujeitos como mais lidos foram do gênero Linguística, que retrata 47% do universo específico da área de Língua Portuguesa e 34% do gênero Pedagogia, entretanto, voltada ao estudo e ao ensino da disciplina de Português. No conjunto dos conteúdos acadêmicos das obras citadas como lidas observa-se que elas se dividiram em leituras de formação de professores e leituras para o ensino da disciplina de Língua Portuguesa, subdivididas em temas que abordam técnicas e dicas direcionadas ao professor. Na área da temática leitura evidenciou-se o maior número, num total de 13 livros. Acerca da relevância das leituras atribuídas pelos professores de Língua Portuguesa, que responde ao terceiro objetivo específico, a maioria dos docentes relatou que todas as leituras citadas como realizadas por eles são importantes para a atuação e formação docente. / The present research, linked to the Post-Graduate Education Program in Education (PPGEDU/CUR/UFMT) at the Federal University of Mato Grosso investigated the readings of effective Portuguese Language teachers of the state network in Rondonópolis, Mato Grosso. For this, it was used the content analysis method, in a quanti-qualitative approach, from structured questionnaires. In this sense, the research proposed, as a general objective to analyze what are the academic books read by the Portuguese Language teachers, identified as most relevant works, both for their formation, as for its operations in the mother tongue teaching. In this context and for this research, the relevant readings were the academic nature ones, carried out by Portuguese teachers as subsidies for their own formation and teaching practice. Therefore, the specific objectives are: Identify what are the academic books most read by the Portuguese Language teachers from the state network in Rondonópolis - Mato Grosso; Investigate the genres of academic books most read by Portuguese teachers during the year 2013 to April 2014; Investigate, from the perspective of teachers, what is the relevance of academic lectures in their own formation and educational activities. The data indicate interesting figures about Portuguese Language teachers reading: from twenty (20) state network schools were collected thirty (30) subjects testimonys which resulted in the information that will be presented. From the analyzed collection, (43%) were specific readings for own formation and teaching professional practice of Portuguese and (57%) referred to the reading of other genres. Responding to the first specific objective of the research, academic books referenced by subjects as the most widely read were Linguistics genre that depicts (47%) of the specific universe of the Portuguese Language area and (34%) Pedagogy gender, however, devoted to the study and teaching of Portuguese discipline. In all the academic content of the works cited as read is observed that they were divided into teacher formation lectures and readings for teaching the discipline of Portuguese Language, categorized into topics that discuss techniques and tips directed to the teacher. In the thematic reading area showed up the most, a total of thirteen (13) books. About the relevance of the readings assigned by teachers of Portuguese Language, which responds to the third specific objective, most teachers reported that all readings cited as performed by them are important to the performance and teacher formation.

Orientador: Dagoberto Buim Arena / Banca: Edmir Perroti / Banca: Neuza Ceciliato de Carvalho / Banca: Renata Junqueira de Souza / Banca: Stela Miller / Resumo: Esta tese apresenta uma proposta de formação do mediador de leitura que atua em biblioteca escolar. Desde sua origem, este estudo tomou dimensões teórico-práticas da pesquisa-ação, uma vez que houve a intervenção na Rede Municipal de Ensino de Londrina, por meio da estruturação do projeto de leitura Bibliotecas Escolares: Palavras Andantes no período de 2002/2004. Posteriormente, em Barcelona de 2005/2006, foram coletados dados a respeito da mediação de leitura em duas bibliotecas escolares, a fim de estabelecer uma correlação dese processo entre Barcelona e Londrina/PR. Além disso, foram entrevistados professores participantes do referido Projeto e especialistas das áreas de leitura, formação de leitores e biblioteca escolar do Brasil e da Espanha, respectivamente: Edmir Perrotti, Regina Zilberman, Teresa Colomer e Teresa Mañà. As conclusões obtidas no estudo apontam para a necessidade de fundamentar a prática do professor mediador com conteúdos voltados à concepção de leitura e suas relações com a do ato de ler na biblioteca da escola. / Abstract: The thesis presents a proposal for reading mediator formation, who directly acts at school libraries. The methodology used was the action research approach, which is divided into two periods. During the first period (2002/2003), the research was based on the "Bibliotecas Escolares: Palavras Andantes" (School Libraries: Walking Words) project, which is an initiative of the public educational system of the Londrina Municipality in Brazil. The second period (2005/2006) was located in Barcelona, Spain. The study has collected data regarding mediation activities in two Spaniard library schools, in order to establish a correlation of this process between Barcelona and Londrina. During the research, project participants and specialists in the field were interviewed in Brazil an Spain. The names are: Edmir Perrotti; Regina Zilberman; Teresa Colomer; and Teresa Mañà. The work conclusion presents that the reading mediator requires a bond among three aspects: the reading practice itself, the literature concept, and the relation betweem the initial two aspects with the reading experience in the school library. / Doutor

Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-02-01T22:20:25Z No. of bitstreams: 1 DISSERTA??O. Gracielia Novaes da Penha..pdf: 6951265 bytes, checksum: b5ae184e39d28819ac935005455f69fc (MD5) / Made available in DSpace on 2018-02-01T22:20:25Z (GMT). No. of bitstreams: 1 DISSERTA??O. Gracielia Novaes da Penha..pdf: 6951265 bytes, checksum: b5ae184e39d28819ac935005455f69fc (MD5) Previous issue date: 2017-03-13 / The present research had as main goal to understand the formative potential of the visual productions in the process of reading and cultural constitution of the subjects in the Quixabeira State High School, located in the city of Quixabeira / Bahia. These productions were developed during the participation of the learning subjects in the structing project "Artistic Patrimonial Education" (EPA) promoted annually by State of Bahia?s Educational Department in their high schools. The photo books are produced with historical research and pictures of cultural patrimony (material and immaterial) of the of the subjects? hometown, which were taken with cameras of their smartphones. This data collection was aimed with the purposes of: to analyze the visual productions (photo books), in order to understand their relevance in the reading and cultural constitution of the subject; to recognize the profile of the students who participate in the Artistic Patrimonial Education project in this school; to analyze the collected material(photo books and testimonials of the subjects), observing their socio educational and interpretive potential, from the perspective of critical understanding of visual culture; and to reflect on the process of producing the photo books in the formative processes of the learning subjects as readers and producers of meanings. This is qualitative approach research, inspired by the hermeneutic perspective, which is also used as a method of analyzing the data collected during field research. The methodological procedures performed during the research were analytical observation of photo books made in 2013, 2014 and 2015 in this state high school; a discussion meeting with the participation of ten (10) learners who were part of the project in the 2014 and 2015 editions. Semi-structured interviews with some of the subjects who participated of the EPA project, as well as with teachers of the high school who were also advisors in the project. This study is based on the theoretical field of Visual Culture, where the image is understood among the subjects as having meanings, in a critical perspective of their social roles and functions, from the simple appreciation of images to the formation of interpreters and producers of visual texts. / A presente pesquisa teve como objetivo maior compreender o potencial formativo das produ??es visuais no processo de constitui??o cultural e leitora dos sujeitos no Col?gio Estadual de Quixabeira, localizado na cidade de Quixabeira/Bahia. Essas produ??es foram constru?das durante a participa??o dos sujeitos aprendentes no Projeto Estruturante ?Educa??o Patrimonial Art?stica? promovido anualmente pela Secretaria de Educa??o do Estado da Bahia nas escolas de ensino m?dio da rede. Os ?lbuns fotogr?ficos s?o elaborados com a pesquisa e fotografia de patrim?nio cultural (material e imaterial) do lugar de viv?ncia dos sujeitos, que s?o feitos com a c?mara do celular. O levantamento das informa??es visou analisar as produ??es visuais (?lbuns fotogr?ficos) com o intuito de perceber sua relev?ncia na constitui??o do sujeito cultural e leitor; conhecer o perfil dos estudantes que participam do projeto Educa??o Patrimonial Art?stica na referida unidade escolar; analisar os materiais coletados (?lbuns e depoimentos dos sujeitos) observando o seu potencial s?cio educativo e interpretativo a partir da perspectiva da compreens?o cr?tica da cultura visual; e, refletir sobre o processo de produ??o dos ?lbuns nos processos formativos dos sujeitos aprendentes enquanto leitores e produtores de sentidos. ? uma pesquisa de abordagem qualitativa, inspirada na perspectiva hermen?utica que ? utilizada tamb?m como m?todo de an?lise dos dados levantados durante a pesquisa de campo. Os procedimentos metodol?gicos utilizados foram: observa??o anal?tica dos ?lbuns fotogr?ficos referentes aos anos de 2013, 2014 e 2015 nesta unidade; um encontro de discuss?o que contou com a participa??o de 10 (dez) aprendentes que participaram do projeto nas edi??es de 2014 e 2015. E entrevistas do tipo semiestrutruada com alguns dos aprendentes participantes do projeto EPA e tamb?m docentes orientadores do projeto no referido col?gio. Esse estudo baseia-se no campo te?rico da Cultura Visual, onde a imagem ? compreendida como portadora de significados entre os sujeitos numa perspectiva cr?tica dos seus pap?is e fun??es sociais, passando da simples aprecia??o de imagens para a forma??o de sujeitos int?rpretes e produtores de textos visuais.

Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 NiveaPOS_DISSERT.pdf: 1003745 bytes, checksum: 6ac5a33f38fe8eb42caad62e5f4e41a1 (MD5) Previous issue date: 2010-10-25 / This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Dam?sio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment / Esta disserta??o investiga as contribui??es da leitura de literatura infantil na problematiza??o das experi?ncias e conflitos emocionais de crian?as de educa??o infantil. Sua relev?ncia consiste em oferecer subs?dios ao trabalho pedag?gico com a leitura de literatura nas s?ries iniciais, com o intuito de ampliar a compet?ncia do professor para explorar o texto liter?rio em sua natureza problematizadora e enriquecedora das experi?ncias e conflitos emocionais da crian?a. Respalda-se, metodologicamente, nos princ?pios da pesquisa qualitativa, caracterizando-se como um estudo de caso. A pesquisa realizou-se em uma turma de n?vel V de educa??o infantil, com 28 alunos de faixa et?ria de 5 e 6 anos de idade, em escola p?blica de Natal-RN (Brasil). Os instrumentos utilizados foram: grava??o em ?udio, di?rio de campo, entrevistas. As aulas realizadas se constitu?ram em 17 sess?es de leitura de contos cl?ssicos, contempor?neos, f?bulas e lendas, com a utiliza??o de diferentes estrat?gias did?ticas. Essas sess?es foram desenvolvidas conforme a experi?ncia de leitura por andaime (scaffolding), descrita por Graves & Graves. Tomou-se como referencial te?rico os estudos de Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Dam?sio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), Zilberman (1987). As an?lises assinalaram que a leitura de literatura em sala de aula se constituiu como um territ?rio privilegiado de inclus?o da subjetividade do leitor, das suas experi?ncias emocionais e de seus conflitos na trama da hist?ria, de forma a auxiliar as crian?as a refletirem e se apropriarem de estrat?gias para lidar com sua realidade interior. Evidencia a leitura liter?ria como atividade experiencial e formativa, que auxilia a crian?a a compreender sua realidade emocional, atrav?s do processo de identifica??o, exterioriza??o e catarse, em que a experi?ncia est?tica, proposta pelo texto, propicia ao leitor o autoconhecimento, ampliando a percep??o sobre sua realidade interior e exterior e lhe oferecendo capital emocional para lidar com as adversidades da vida. ? salutar destacar que as discuss?es propostas em sala de aula se configuraram como campo de confronto de experi?ncias, em que os leitores tiveram a possibilidade de compartilhar suas viv?ncias, suas dores e seus sofrimentos com outros que experienciaram os mesmos problemas, auxiliando-os na constru??o de estrat?gias que melhor orientem sua atua??o sobre o meio

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:00:35Z No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) / Made available in DSpace on 2017-10-04T13:00:35Z (GMT). No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) Previous issue date: 2017-02-09 / The children's literature has been the object of much research in the reader?s development and has generated interest in several areas. In this study, it was assumed that the procedures used by teachers and the selection of literature books are essential elements for the development of the reader. Based on that, this master degree research, entitled "The Continued Formation of Teachers and Literature: strategies of reading and selection of literature book", had as a research problem the following question: the exploration of strategies of reading and selection of literature books, in a teaching training, can assist the participating teachers in their work with reading? The general objective was to verify if there were changes in the teachers' practice of exploration of reading modes, strategies of reading and selection of literature books. The specific objectives were to implement a reading course for teachers, to introduce self-regulation of reading, to discuss the selection of literary works for use in the classroom and to analyze the extent to which the participants applied the knowledge built in the course. The methodology adopted in this qualitative research with principles of action-strategic research, was constituted initially of national and international bibliographical survey. A reading course for teachers was offered to 12 teachers and 4 coordinators of the municipal network of a municipality in the state of S?o Paulo. During the 4 meetings, in a total of 9 hours, independent reading, double reading, close reading and other reading strategies were presented, based on the self-regulation and the studies of Social Cognitive Theory. The instruments used were: field diary, questionnaire, narrative and semi-structured interview. The participants of the research applied the content of the formative course, in the classroom. There was an exchange of experiences about reading and use of literary books in the classroom, which made it possible to think and rethink practices, to hear about the experience of other teachers and to narrate successes and challenges that are part of reading teaching. The data were analyzed by the content analysis and the implications of these analyzes showed that there were changes in the reading practices used by the participants in the classroom, there was an increase in reading comprehension with teaching practices that prioritized the student's role and there were also changes in the participants' conception of children?s literature and their selection. International research shows that self-regulation of reading, using reading strategies under the light of Social Cognitive Theory, is a promising path for the promotion of competent and critical readers. However, studies on self-regulation of reading practically do not exist in our country. / A literatura infantil tem sido objeto de muitas pesquisas na forma??o do leitor e tem gerado interesse em diversas ?reas. Nesse estudo, partiu-se do pressuposto de que os procedimentos utilizados pelos docentes e a sele??o de obras s?o elementos essenciais para a forma??o do leitor. Diante desse contexto, essa pesquisa de mestrado denominada A Forma??o Continuada de Professores e a Literatura: estrat?gias de leitura e sele??o de obra prop?s por problema de pesquisa a seguinte quest?o: a explora??o de estrat?gias de leitura e sele??o de obras, em um curso de forma??o continuada, pode auxiliar os professores participantes em seu trabalho com leitura? O objetivo geral foi verificar se houve mudan?as na pr?tica dos professores sobre a explora??o de modos de leitura, estrat?gias de leitura e sele??o de obras no trabalho com leitura. Os objetivos espec?ficos foram implementar um modelo de forma??o continuada em leitura, apresentar a autorregula??o da leitura, discutir a sele??o das obras liter?rias para uso em sala de aula e analisar em que medida as participantes aplicaram o conhecimento constru?do na forma??o. A metodologia adotada nessa pesquisa qualitativa com princ?pios da pesquisa a??o-estrat?gica constituiu-se, inicialmente, de levantamento bibliogr?fico nacional e internacional. Ministrou-se um curso de forma??o continuada para 12 professoras e 4 coordenadoras da rede municipal de um munic?pio do estado de S?o Paulo. Durante os 4 encontros, no total de 9 horas, apresentaram-se a leitura independente, leitura em dupla, close reading e outras estrat?gias de leitura, a partir dos pressupostos te?ricos da autorregula??o, pautados nos estudos da Teoria Social Cognitiva. Os instrumentos utilizados foram: di?rio de campo, question?rio, narrativa e entrevista semiestruturada. As participantes da pesquisa aplicaram o conte?do dos encontros formativos, em sala de aula. Houve troca de experi?ncias sobre leitura e uso de obras liter?rias durante os encontros, que possibilitaram o pensar e repensar pr?ticas, ouvir sobre a experi?ncia de outros professores e narrar sucessos e desafios que fazem parte da doc?ncia e da leitura. Os dados foram analisados a partir da an?lise de conte?do, e as infer?ncias decorrentes dessas an?lises mostraram que houve mudan?as quanto ?s pr?ticas de leitura usadas pelas participantes em sala de aula, houve aumento da compreens?o leitora com pr?ticas docentes que priorizam o protagonismo do aluno e houve, tamb?m, mudan?as na concep??o das participantes sobre as obras liter?rias e sua sele??o. Pesquisas internacionais demonstram que a autorregula??o da leitura, por meio do uso de estrat?gias de leitura sob a luz da teoria sociocognitiva, ? um caminho promissor para a promo??o de leitores competentes e cr?ticos. Todavia, estudos sobre a autorregula??o da leitura praticamente inexistem em nosso pa?s.