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Previous issue date: 2013-12-19 / The school is the social place which should provide the formation of critical readers. In this
context, the role of the teacher is crucial when it comes to teaching reading. Thus, this
doctoral research aims to explicit the reading practices evidenced from social voices of
teachers and Fundamental School students from state public schools at RN that have
successful results, according to IDEB 2009. Moreover, we seek to explicit, through the
positions of teachers, the conceptions of reading underlying their reading activities, as well as
elucidate the social voices related to teaching of reading that are present in the National
Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects
of the educational institutions investigated. In order to accomplish this goal, we carried out
observations in the classroom, applied questionnaires with teachers and students in the 9th
grade of Fundamental School, in classes of Portuguese Language, and also performed
dialogical meetings with the management and pedagogics schools teams. The theoretical
foundation that guides the research comes from bakhtinian thinking (2009, 2010), which
addresses the dialogical perspective of language and active responsive comprehension.
Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and
Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to
the resizing of the teaching and learning process of Portuguese Language. This study belongs
to the field of Applied Linguistics, which investigates language as social practice in the
context of learning mother language or in contexts where relevant questions about the use of
language are evidenced. The parameters of qualitative research in a social-historic perspective
are adopted seeking to understand the school context by the subjects involved in research. The
research corpus is composed of: (i) information constructed through the use of questionnaires
with teachers and students; (ii) information constructed from the observed lesson and dialogue
with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism
built through documentary analysis of the National Curriculum Guide for 9 years
Fundamental School (CONSELHO NACIONAL DE EDUCA??O, 2010) and the Political-
Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and
students suggest reading practices from various texts, in particular, from the literary sphere, in
activities involving discussions, reading and reading comprehension exercises, interviews,
songs, seminars organizations, concerts, dramatizations, literary weeks, among other
practices. Furthermore, these analyses reveal that teach Portuguese Language requires
commitment, responsibility and satisfaction, as well as more grounded theoretical principles,
which make teaching practice more efficient. The research also reveals that the success of the
teaching-learning process occurs by virtue of the involvement of school s segments in the
educational process, creating therefore a network of responsibilities. In this sense, this
research may contribute to the production of knowledge that can guide and enrich the
teaching and learning of reading, envisioning a pedagogical practice constructed from the
relationship with the other, i.e., from the dialogism which provides formation of young people
that exercise their citizenship / A escola ? o lugar social o qual deve propiciar a forma??o de leitores cr?ticos. Nesse contexto,
o papel do professor ? fundamental no que se refere ao ensino de leitura. Assim sendo, esta
pesquisa de doutorado visa explicitar as pr?ticas de leitura a partir das vozes sociais de
professores e de estudantes do Ensino Fundamental das escolas p?blicas estaduais do RN que
apresentam resultados exitosos, conforme o IDEB 2009. Ademais, busca-se explicitar, por
meio dos posicionamentos dos professores, as concep??es de leitura subjacentes ?s suas
atividades de leitura, bem como elucidar as vozes sociais sobre o ensino da leitura presentes
nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de 9 anos e nos Projetos
Pol?tico-Pedag?gicos das institui??es educacionais investigadas. Para tanto, foram realizadas:
observa??o em sala de aula, aplica??o de question?rios com professores e estudantes do 9?
ano do Ensino Fundamental, nas turmas de L?ngua Portuguesa, como tamb?m encontros
dial?gicos com as equipes de dire??o e pedag?gicas das escolas. O aporte te?rico que orienta
a pesquisa adv?m do pensamento bakhtiniano (2009, 2010), que trata da perspectiva dial?gica
da linguagem e da compreens?o responsiva ativa. Al?m disso, este trabalho ancora-se nas
reflex?es te?ricas de Antunes (2005, 2009) e Geraldi (2003, 2006, 2010) acerca da leitura e da
escrita no pa?s, as quais contribuem para o redimensionamento do processo de
ensino-aprendizagem de L?ngua Portuguesa. Este estudo se insere no campo da Lingu?stica
Aplicada, a qual investiga a linguagem como pr?tica social no contexto de aprendizagem de
l?ngua materna ou em contextos onde se evidenciem quest?es relevantes sobre o uso da
linguagem. S?o adotados os par?metros da pesquisa qualitativa de cunho s?cio-hist?rico
procurando compreender o contexto escolar por meio dos sujeitos envolvidos na investiga??o.
O corpus da pesquisa ? constitu?do por: (i) informa??es constru?das por meio da aplica??o de
question?rios com os professores e os estudantes; (ii) informa??es constru?das a partir da aula
observada e do di?logo com as equipes de dire??o e pedag?gicas; (iii) um conjunto de
informa??es selecionadas, ou seja, de empiria constru?da por meio da an?lise documental das
Diretrizes Curriculares Nacionais para o Ensino Fundamental de nove anos (CONSELHO
NACIONAL DE EDUCA??O, 2010) e dos Projetos Pol?tico-Pedag?gicos das escolas
investigadas. A an?lise dos dizeres de professores e de estudantes apontam pr?ticas de leitura
a partir de textos diversos, em especial, os da esfera liter?ria, em atividades envolvendo
discuss?es, leitura e exerc?cios de compreens?o textual, entrevistas, can??es, organiza??o de
semin?rios, recitais, dramatiza??es, semanas liter?rias, dentre outras pr?ticas. Ademais, tais
an?lises revelam que ensinar L?ngua Portuguesa requer compromisso, responsabilidade e
satisfa??o, al?m de princ?pios te?ricos mais fundamentados, os quais tornam a pr?tica
pedag?gica cada vez mais eficiente. A pesquisa revela, ainda, que o ?xito do processo de
ensino-aprendizagem ocorre em virtude do envolvimento dos segmentos da escola no
processo educativo, criando-se, pois, uma rede de responsabilidades. Nesse sentido, esta
pesquisa poder? contribuir para a produ??o de conhecimentos que possam orientar e
enriquecer o processo de ensino-aprendizagem de leitura, vislumbrando um fazer pedag?gico
constru?do a partir da rela??o com o outro, ou seja, do dialogismo que proporcione a forma??o
de jovens que exer?am sua cidadania
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16391 |
| Date | 19 December 2013 |
| Creators | Monteiro, Ivone Rodrigues Diniz |
| Contributors | CPF:24162906491, http://lattes.cnpq.br/7377731555637172, Oliveira, Maria Bernadete Fernandes de, CPF:04761391472, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4793534Y1, Rodrigues, Maria das Gra?as Soares, CPF:44405243468, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9, Benevides, Araceli Sobreira, CPF:08750079883, http://lattes.cnpq.br/0001733569978457, Silva, C?lia Maria Medeiros Barbosa da, CPF:35831286487, http://lattes.cnpq.br/4710381196001278, Alves, Maria da Penha Casado |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| 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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