Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-17T11:27:47Z No. of bitstreams: 1 Vivian Maria Marcondes.pdf: 2066897 bytes, checksum: ae1acc226e683bd8acd993ce79db8c46 (MD5) / Made available in DSpace on 2016-11-17T11:27:47Z (GMT). No. of bitstreams: 1 Vivian Maria Marcondes.pdf: 2066897 bytes, checksum: ae1acc226e683bd8acd993ce79db8c46 (MD5) Previous issue date: 2016-09-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This Applied Linguistics research investigates a dialogic practice of literacy within a real context of language use called Pensar Alto em Grupo (Groupthinking Aloud) (ZANOTTO, 1992; 1995; 2014). Pensar Alto em Grupo (Groupthinking Aloud) aims to train active-responsive readers (BAKHTIN, 2011), who build meanings from texts in situations of collective reasoning (PONTECORVO, 2005), considering the manifold readings that a single text allows, as well as the dialogic character of language (BAKHTIN, 2011). The justification for this research lies in the need of meditation upon the reading practices adopted at schools, which tend towards “didactizing” reading by using texts as a framework to teach grammar and orthography or to transcribe information therein contained (CASTRO; DIONÍSIO, 2003; REYES, 2012). But this research is also justified by the indispensability of a paradigm shift concerning this practice, with a view to adopting a new tradition that allows building meanings from a text. This is, hence, a qualitative research inserted in the interpretivist paradigm. It is an “action-research” performed with children between 9 and 10 years old enrolled on the 5th grade of an elementary private school in the Zona Oeste (West Zone) of São Paulo – this is the group with which I worked as a mediator-teacher. Based on the readings of previously selected poems and proposing the Pensar Alto em Grupo (Groupthinking Aloud) method to build meanings to the texts, I investigated the following questions: 1) How does the process of building meanings by the readers work when the procedure adopted is based on the Pensar Alto em Grupo (Groupthinking Aloud) method and on dialogic relationships? 2) In which aspects reading literature modifies the relationship between students/readers and poetry? 3) Which actions and interventions by the teacher or mediator promote the reader’s development? Theoretical foundation is related to the processes of alphabetization, literacy (individual and social dimensions), and practices of literacy (monologic and dialogic). The data generation took place after four encounters in which Pensar Alto em Grupo (Groupthinking Aloud) reading method was adopted. The results revealed the following: 1) The reading process based on dialogism and on verbal interaction allows a better understanding of the texts. 2) Reading literature and building collective meanings from it develop a reading curiosity and the fondness for reading; doing so also demystifies the idea that the didactic end of this activity is its only purpose. 3) In the light of the texts that were read and collectively discussed, the reader establishes interdisciplinary and intertextual relations, improving her comprehension about them, and improves her literary repertoire and general knowledge. 4) The teacher or mediator needs to transform the occupation itself into an object of meditation, with a view to reflecting on the propositions and interventions that contribute towards he constitution of a literary reader / A presente pesquisa está inserida na área de Linguística Aplicada e tem por objetivo investigar uma prática dialógica de letramento em um contexto real de uso da linguagem, denominada Pensar Alto em Grupo (ZANOTTO, 1992; 1995; 2014). O Pensar Alto em Grupo visa à formação de leitores responsivo-ativos (BAKHTIN, 2011), que constroem sentidos para os textos em situações de raciocínio coletivo (PONTECORVO, 2005), considerando as múltiplas leituras que um texto pode oportunizar e o caráter dialógico da linguagem (BAKHTIN, 2011). A pesquisa justifica-se pela necessidade de reflexão acerca das práticas escolarizadas de leitura que ocorrem no âmbito escolar, que tendem a “didatizar” a leitura ao utilizar textos como pretextos para o ensino de gramática e ortografia ou para a transcrição de informações neles explicitadas (CASTRO; DIONÍSIO, 2003; REYES, 2012). E da necessidade de mudança de paradigma em relação a essa prática, para adoção de uma nova prática que possibilite a construção dos sentidos de um texto. Trata-se, portanto, de uma pesquisa de natureza qualitativa, inserida no paradigma interpretativista: uma pesquisa-ação realizada com crianças entre 9 e 10 anos, regularmente matriculadas no 5º ano do Ensino Fundamental I de uma escola particular da zona oeste de São Paulo — grupo no qual desempenhei o papel de professora-mediadora. A partir da leitura de poemas (previamente selecionados), vivenciando o Pensar Alto em Grupo para construir sentidos para os textos lidos, investiguei as seguintes questões: 1. Como se dá o processo de construção de sentidos do texto pelos leitores, quando o processo de leitura se pauta no Pensar Alto em Grupo e nas relações dialógicas? 2. Em que aspectos o trabalho com a leitura literária modifica a relação dos alunos-leitores com poemas? 3. Que ações e intervenções do professor ou mediador promovem o desenvolvimento do leitor? A fundamentação teórica está relacionada aos processos de alfabetização, de letramento (dimensões individuais e sociais), eventos de letramento, práticas de letramento (monológicas e dialógicas). A geração de dados aconteceu durante quatro vivências em que o Pensar Alto em Grupo foi a prática de leitura adotada. Os resultados obtidos revelaram: 1. O processo de leitura que se pauta no dialogismo e nas interações verbais possibilita a melhor compreensão dos textos lidos. 2. A leitura literária e a construção coletiva de seus sentidos desenvolve a curiosidade leitora e o gosto pela leitura, além de desmistificar a atividade como única e exclusivamente para fins escolares e didáticos. 3. O leitor, frente aos textos lidos e discutidos coletivamente, estabelece relações interdisciplinares e intertextuais, enriquecendo sua compreensão acerca dos mesmos e ampliando seu repertório literário e de conhecimentos de mundo. 4. Há necessidade, por parte do professor ou mediador, de transformar a própria prática em objeto de conhecimento a fim de refletir acerca das proposições e intervenções que contribuem para a formação do leitor literário

Review

Les premiers écrits destinés aux enfants et aux adolescents apparaissent en Europe au XVIIIe siècle et se développent tout au long du XIXe siècle. C'est au XIXe siècle que le terme littérature de jeunesse voit le jour. La littérature destinée aux enfants et adolescents est donc relativement récente. Cette littérature, à travers les œuvres qui la composent, a souvent pour but principal d’éduquer les enfants et les adolescents et porte en elle des messages de divers types : savoir encyclopédique, conseils existentiels et prescriptions morales. Ces messages sont intentionnellement véhiculés par des œuvres que l’on peut donc qualifier de didactiques. Mais ce didactisme propre au genre de la littérature de jeunesse évolue au cours des siècles. En se focalisant sur la littérature de jeunesse basque et en établissant un corpus d’œuvres significatives d’une évolution, nous avons analysé au cours de ce travail de thèse la manière dont les différents messages et les différentes morales étaient transmis aux enfants et aux adolescents lecteurs au cours des siècles. Cette transmission se fait tantôt par le biais du recours à un didactisme explicite, tantôt ou simultanément par l’emploi d’un didactisme plus implicite. Après avoir procédé à l’analyse de chacune des œuvres du corpus, nous les avons comparées et avons proposé une ébauche d’histoire de l’évolution du didactisme de la littérature de jeunesse basque du début XIXe siècle au début du XXIe siècle. Pour finir, nous avons proposé une grille d’analyse œuvres de jeunesse à destination des enseignants et des professeurs qui souhaiteraient travailler sur les messages des œuvres avec leurs élèves. / The first writings devoted to children and adolescents emerged in Europe in the 18th century and continued to develop throughout the whole of the 19th century. It was in the 19th century that the term “children’s literature” (or “juvenile literature”) came into being. Literature written for children and adolescents is therefore relatively recent. The main aim of this type of literature is largely to educate children and adolescents by means of the works of which it is composed and by carrying messages of varying types: encyclopedic knowledge, existential advice as well as moral prescriptions. These messages are deliberately transmitted through works which one can therefore qualify as being didactic. This characteristic indoctrination of children’s literature (juvenile literature) has evolved over the centuries. Having focalized our research on Basque children’s (juvenile) literature and having compiled a corpus of works pertaining to this evolution we have analysed, in this thesis, the ways in which the various morals and different messages were handed down to juvenile readers throughout the ages. This transmission has taken place sometimes by means of explicit didactism and sometimes, or even simultaneously, by the use of implied didactism. Having proceeded to analyse and compare each opuscule of the corpus we thus propose a historic outline concerning the evolution of didactism in Basque children’s (juvenile) literature as from the 19th century to the beginning of the 21st century. To conclude we have proposed an analytical table of children’s (juvenile) literature destined to aid teachers and professors who may wish to study the messages contained in the works of their pupils.

Review