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Previous issue date: 2008-06-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The present thesis studies the appropriate education of the literary gender based in an approach of trans-disciplinary teaching. The main objectives will be to survey the degree of trans-disciplinarity of the literary reading in classrooms and to propose the literary reading as an alternative of trans-disciplinary teaching. The theoretical contributions, which sustain the lines of central argument of this thesis, are related to the critical theories on the epistemological and methodological crisis in the speech of the modernity; the emergency of an emerging paradigm under the optics of the speech of the post-modernity; the theories concerned to curriculums and their interrelations with the school teaching; the theories of the complexity and of the inter and trans-disciplinarity; theories of the reading and of the literature, more precisely the literary semiology and the aesthetics of the acceptance; theories about the pedagogic mediation starting from presupposed and trans-disciplinary principles. The methodological foundations, of the type inter and trans-disciplinary, which anchor the approach of the study is related to a line of qualitative analyses applied the teaching-learning situation accomplished during the data collection during the empiric stage of the research. The analyzed corpus is composed of episodes originated from the classes with literary texts accomplished in the months of June and December of 2005, under the orientation of a complex and trans-disciplinary didacticism. The involved subjects are students in the age group of 9 and 13 years of age from a public school in the county of Cabo de Santo Agostinho, in the State of Pernambuco. Starting from the discoveries found during the research, so much bibliographical, as that of the field, it is possible to conclude, among other things, that the literary reading, when mediated accordingly in the classroom, is a trans-disciplinary object of high degree, because the literary reading can allow and make it possible to the real reader, through a necessary process of speculation on life and its unfolding, solid reflection around the individual and collective occurrences so much in simpler instances as in more complex ones / Esta tese estuda a escolariza??o adequada do g?nero liter?rio baseada em uma abordagem de ensino transdisciplinar. Os principais objetivos s?o investigar o grau de transdisciplinaridade da leitura liter?ria em sala de aula e propor a leitura liter?ria como sendo uma alternativa de ensino transdisciplinar. Os aportes te?ricos, os quais sustentam as linhas de argumenta??o central desta tese, t?m rela??o com as teorias cr?ticas sobre a crise epistemol?gica e metodol?gica no discurso da modernidade; a emerg?ncia de um paradigma emergente sob a ?tica do discurso da p?s-modernidade; as teorias curriculares e suas inter-rela??es com o ensino escolar; as teorias da complexidade e da inter e transdisciplinaridade; teorias da leitura e da literatura, mais precisamente a semiologia liter?ria e a est?tica da recep??o; teorias sobre a media??o pedag?gica a partir de pressupostos e princ?pios transdisciplinares. Os fundamentos metodol?gicos, do tipo inter e transdisciplinar, os quais ancoram a abordagem do estudo t?m rela??o com uma linha de analise qualitativa aplicada a uma situa??o de ensino-aprendizagem realizada durante coleta de dados na etapa emp?rica da pesquisa. O corpus analisado comp?e-se de epis?dios oriundos das aulas com textos liter?rios realizadas entre os meses de junho a dezembro do ano de 2005, sob a orienta??o de uma did?tica complexa e transdisciplinar. Os sujeitos envolvidos s?o estudantes na faixa et?ria entre 9 e 13 anos de idade, de uma escola p?blica, no munic?pio do Cabo de Santos Agostinho, estado de Pernambuco. A partir dos achados encontrados durante a pesquisa, tanto bibliogr?fica quanto de campo, ? poss?vel concluir, dentre outras coisas, que a leitura liter?ria, quando mediada adequadamente em sala de aula, ? um objeto transdisciplinar de alto grau, posto que a leitura liter?ria pode permitir e possibilitar ao leitor real, atrav?s de um necess?rio processo de especula??o sobre a vida e seus desdobramentos, consistente reflex?o em torno das ocorr?ncias individuais e coletivas tanto em inst?ncias mais simples como em inst?ncias mais complexas
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14123 |
| Date | 04 June 2008 |
| Creators | Ferreira, Hugo Monteiro |
| Contributors | CPF:10790926172, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8, Pereira, Francisco de Assis, CPF:08613451420, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Yunes, Eliana L?cia Madureira, CPF:19489080772, http://lattes.cnpq.br/4700246374439911, Amarilha, Marly |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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