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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Estudos de leitura e letramento : reflexões e práticas escolares

Siqueira, Renata Silva 10 February 2015 (has links)
Submitted by Jordan (jordanbiblio@gmail.com) on 2017-02-14T15:36:10Z No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-02-16T10:25:31Z (GMT) No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) / Made available in DSpace on 2017-02-16T10:25:31Z (GMT). No. of bitstreams: 1 DISS_2015_Renata Silva Siqueira.pdf: 2459051 bytes, checksum: 850aefc2a5fe669c3012e910845124bf (MD5) Previous issue date: 2015-02-10 / CAPES / Esta pesquisa tem por objetivo investigar e discutir as práticas e as concepções dos docentes de uma escola pública municipal de Cuiabá-MT. Para tanto, recorremos aos pressupostos teóricos de Bakhtin e o Círculo (1929; 1952-53; 1970-1971/1979; 1974/1979) que abordam a linguagem como um processo sócio-histórico-cultural, aliado à teoria de aprendizagem e desenvolvimento humano de Vygotsky (1930; 1934). Além desses autores, também compõem o referencial teórico deste trabalho as discussões sobre Letramento Crítico que tem como base teórica Freire (1987), The New London Group (1996, 2012), Cassany (2005), Pereira (2010 e 2012) e Paes de Barros (2012, 2014) entre outros. Procuramos, então, conhecer as concepções dos docentes acerca da leitura e do letramento e proporcionar através das interações entre os sujeitos professores/pesquisadores do grupo de estudo, subsídios para reflexões sobre a sua prática. Para tanto, realizamos encontros reflexivos-críticos com os docentes, sujeitos da pesquisa. Nesse contexto, coletamos os dados desta por meio de gravação de áudio e vídeo. A interação proporcionou momentos de aprendizagem entre os pares participantes. As reflexões sobre as práticas pedagógicas, leitura e letramento e as considerações sobre ensino-aprendizagem no contexto da Escola, proporcionaram momentos de profundas percepções sobre a responsabilidade social dos docentes. Nesse sentido, nossa pesquisa participa de um processo importante, a reflexão crítica. Os dados também revelam a importância de se repensar os cursos de formação docente, visto que a mudança perpassa por um processo significativo de reflexão, intervenção crítica e transformação/emancipação do sujeito. / This research aims to investigate and discuss the practices and the conceptions of teachers of a municipal public school of Cuiabá-MT. In order to this, we resorted to the theoretical assumptions of Bakhtin and the Circle (1929; 1952-53; 1970-1971/1979; 1974/1979) whose approach the language as a socio-historical-culture process, associated with the learning and human development theory of Vygotsky (1930; 1934). In addition to these authors, also compound the theoretical framework of this study the discussions about Critical Literacy whose has as theoretical basis Freire (1987), The New London Group (1996, 2012), Cassany (2005), Pereira (2010 e 2012) and Paes de Barros (2012, 2014), among others. We searched, then, to know the conceptions of teachers with respect to reading and literacy and provide by means of the interactions between the subjects teachers/researchers of the study group, subsidies for reflections on their practice. For this, we conducted reflexive-critical meetings with the teachers, subjects of the research. In this circumstance, we collected the data of this work by means of audio recording and video. The interaction provided moments of learning among the participating pairs. The reflections on pedagogical practices, reading and literacy and considerations on teaching and learning in the context of the School, offered moments of deep perceptions about the social responsibility of teachers. In this sense, our research participates in an important process, the critical reflection. The data also show the importance of rethinking on the teacher training courses, once the change pass by a significant process of reflection, critical intervention and transformation/emancipation of the subject.

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