Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T20:25:07Z No. of bitstreams: 1 DalianeDoNascimentoDosSantos_DISSERT.pdf: 2074320 bytes, checksum: f2207bee56cfc9903515b0348647db04 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-22T22:21:23Z (GMT) No. of bitstreams: 1 DalianeDoNascimentoDosSantos_DISSERT.pdf: 2074320 bytes, checksum: f2207bee56cfc9903515b0348647db04 (MD5) / Made available in DSpace on 2017-03-22T22:21:23Z (GMT). No. of bitstreams: 1 DalianeDoNascimentoDosSantos_DISSERT.pdf: 2074320 bytes, checksum: f2207bee56cfc9903515b0348647db04 (MD5) Previous issue date: 2016-07-28 / O estudo investiga o impacto da rela??o texto-vida na atividade de leitura de literatura em aprendizes do ensino fundamental em situa??o de media??o pedag?gica. Os aprendizes s?o alunos do 4? ano do ensino fundamental de uma escola p?blica de Natal/RN-Brasil. A abordagem metodol?gica ? de natureza qualitativa, envolvendo protocolos da pesquisa explorat?ria e de interven??o. Na etapa explorat?ria realizamos entrevista reflexiva com a docente da turma e aplica??o de question?rio adaptado com aprendizes. Na etapa de interven??o realizamos oito sess?es de media??o com o livro A Bolsa Amarela (BOJUNGA, 2005) e o conto Tchau (BOJUNGA, 2008) planejadas e implementadas conforme a experi?ncia de leitura por andaime: pr?-leitura, leitura e p?s-leitura (GRAVES; GRAVES, 1995). Dentre as atividades propostas na p?s-leitura recorremos ? atividade de discuss?o e blog de leitura. Na an?lise dos dados, nos respaldamos nos estudos da teoria da est?tica da recep??o (JAUSS, 1994, 2013; ISER, 1999; 2013); leitura e literatura (JOUVE, 2002; SMITH, 1989; PETIT, 2009; AMARILHA, 2013; COELHO, 2000) e imagina??o, fic??o e realidade (HELD, 1980; SARTRE, 1996; VIGOTSKI, 2014; ECO, 1994). Os resultados apontam que a media??o da rela??o texto-vida favorece a forma??o de um leitor ativo que pensa sobre o que l?, recorre ?s suas experi?ncias de vida estabelece articula??es com o texto escrito e atualiza-os a medida que seleciona e combina novas informa??es, construindo assim novos significados dando sentido ? palavra escrita. Ao recorrer a rela??o texto-vida, colocamos em evid?ncia a vida do aprendiz e a sua forma de ler literatura e de ler a vida, de se posicionar como sujeito pensante, que manifesta suas pr?prias opini?es, tendo vez e voz na escola. / The study investigates the impact of the relationship text-life in the literature reading activity in elementary school learners in pedagogic mediation situation. The learners are students of the 4th grade of elementary school in a public school in Natal / RN -Brazil. The methodological approach is qualitative, involving exploratory research and intervention protocols. In the exploratory stage we performed reflective interview with the class teacher and application of an adapted questionnaire with the learners. In the intervention phase we conducted eight mediation sessions with the book The Yellow Bag (BOJUNGA, 2005) and the tale Bye (BOJUNGA, 2008) planned and implemented according to the scaffolding reading experience: pre-reading, reading and post-reading (GRAVES; GRAVES, 1995). Among the activities proposed in the post-reading we resorted to the discussion activity and to the reading blog. In the data analysis, we based ourselves in the studies of aesthetics of reception theory (JAUSS, 1994, 2013; ISER, 1999; 2013); reading and literature (JOUVE, 2002; SMITH, 1989; PETIT, 2009; AMARILHA, 20; RABBIT, 2000) and imagination, fiction and reality (HELD, 1980; SARTRE, 1996; VIGOTSKI, 2014; ECO, 1994). The results show that the mediation of the relationship text-life favors the formation of an active reader who thinks about what they read, invokes their life experiences, establishes links with the written text and updates them as they select and combine new information, thereby building new meanings giving meaning to the written word. By using the relationship text-life, we put in evidence the life of the learner and their way of reading literature and reading life, of positioning themselves as the thinking subject, who expresses their own opinions, having a turn and a voice in school.