Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-14T21:58:38Z
No. of bitstreams: 1
NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-15T23:43:03Z (GMT) No. of bitstreams: 1
NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5) / Made available in DSpace on 2017-03-15T23:43:03Z (GMT). No. of bitstreams: 1
NathaliaFerreiraDuarte_DISSERT.pdf: 23584897 bytes, checksum: 501960cb81962896effca473c0376189 (MD5)
Previous issue date: 2016-07-29 / Este estudo pretende investigar a leitura de poesia como atividade provocativa de atos imaginativos, a fim de favorecer uma melhor reflex?o e compreens?o do texto po?tico pelo leitor. Sua relev?ncia est? na possibilidade de explorar a express?o da imagina??o em crian?as dos anos iniciais da educa??o b?sica, como processo que ocorre na leitura de poesias e como parte constitutiva da compreens?o textual. Esta pesquisa originou-se no trabalho monogr?fico ?Leitura e imagina??o: a constitui??o de imagens na leitura de poesia por aprendizes do ensino fundamental? (DUARTE, 2012), que fez parte da pesquisa ?A multimodalidade na leitura do poema e do livro de poesia em aprendizes da escola fundamental ? estudo longitudinal? (2014), realizada pelo grupo de pesquisa Ensino e Linguagem. O estudo visa oferecer contribui??es ao ensino da leitura, ? forma??o do leitor, em espec?fico sobre a constru??o de sentidos por via das imagens desencadeadas durante a leitura de poesia. A investiga??o se fundamenta nos estudos de Amarilha (1997), Bosi (1936), Cunha (1998), Durand (1979), Francastel (1983), Held (1980), Iser (1993), Jung (1964),Kirinus (1998; 2011), Piaget (1971), Pound (1983), Sartre (2008), Silva (2011), Turchi (2003),Vigotski (1998; 2009; 2014), dentre outros. A partir da abordagem dos conceitos objetos de nossa reflex?o ? leitura, poesia e imagina??o- refletimos sobre a complexa e provocativa leitura de poesia/poema. ? relevante considerarmos que por meio das palavras impulsionamos nossas fun??es psicol?gicas superiores, sobretudo a imagina??o. Nesse contexto, constru?mos uma pr?tica de interven??o, mediante o desenvolvimento de cinco sess?es de leituras de poesias, discuss?es e registros em atividades realizadas pelos aprendizes durante as sess?es. Para a realiza??o da interven??o pedag?gica, privilegiamos uma turma de 4? ano do Ensino Fundamental I, de uma escola p?blica de Natal-RN. Adotamos como instrumentos de pesquisa, a observa??o in loco, entrevista direcionada ? equipe gestora da escola, question?rio destinado aos sujeitos da pesquisa, referentes ao tema abordado, e grava??o em v?deo das sess?es de leitura liter?ria, realizadas pela pesquisadora. Planejamos as sess?es de leitura baseadas na metodologia da andaimagem (scaffolding), orientada por Graves e Graves (1995). A partir dos textos po?ticos, durante a etapa da interven??o, principalmente na p?s-leitura, identificamos sujeitos construindo um mundo ? parte, nomeando lugares, inventando e transformando situa??es, dotando os elementos de sua interpreta??o de uma animicidade significativa, ensaiando assim, uma pr?xis l?dica, no momento da imagina??o suplementada pelo seu imagin?rio, enfatizando o processo imaginativo como fator relevante na compreens?o de textos po?ticos. / This study aims to investigate the poetry reading as provocative activity of imaginative acts in order to promote a better reflection and understanding of the poetic text by the reader. Its relevance is the possibility to explore the expression of imaginativo in children in the early years of basic education, as a process that occurs in reading poetry and as a constitutive part of the text comprehension. This research originated in a research project "Reading and imagination: the creation of images in poetry reading for learners of elementary school" (DUARTE, 2012), which was part of the research "The multimodality reading of the poem and poetry book learners in primary school - longitudinal study "(2014), conducted by the research group Education and Language. The study aims to provide contributions to the teaching of reading, the reader's formation in particular on the construction of meaning through images triggered during the poetry reading. The investigation is based on studies of Amarilha (1997), Bosi (1936), Wedge (1998) Durand (1979), Francastel (1983) Held (1980), Iser (1993), Jung (1964), Kirinus (1998 ; 2011), Piaget (1971), Pound (1983), Sartre (2008), Silva (2011), Turchi (2003), Vygotsky (1998; 2009; 2014), among others. From the approach of objects concepts of our reflection - reading, poetry and imagina??o- reflect on the complex and provocative reading poetry / poem. It is important to consider that through the words we drive our higher mental functions, especially the imagination. In this context, we have built a practice of intervention, through the development of five sessions of poetry readings, discussions and records activities performed by the students during the sessions. For the realization of pedagogical intervention, we favor a group of 4th year of elementary school, a public school in Natal, Brazil. We adopted as research tools, the on-site observation, interview directed to the management team of the school, the questionnaire for the research subjects, for the topic discussed, and video recording of literary reading sessions, conducted by the researcher. Plan reading sessions based on the methodology of andaimagem (scaffolding), guided by Graves and Graves (1995). From the poetic texts, during the stage of intervention, especially in the post-reading, we identify subjects constructing a world apart, naming places, inventing and changing situations, providing the elements of interpretation of a significant animicidade, so practicing, a praxis playful, at the time of imagination supplemented by your imagination, emphasizing the imaginative process as a relevant factor in understanding poetic texts.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22263 |
| Date | 29 July 2016 |
| Creators | Duarte, Nathalia Ferreira |
| Contributors | 10790926172, http://lattes.cnpq.br/7415412765980423, Ferreira, Adir Luiz, 25348787949, http://lattes.cnpq.br/0341824719316863, Benevides, Araceli Sobreira, 08750079883, http://lattes.cnpq.br/0001733569978457, Alves, Jos? H?lder Pinheiro, 11624353304, http://lattes.cnpq.br/2352905993796166, Porpino, Karenine de Oliveira, 56613067415, http://lattes.cnpq.br/5255588024266396, Amarilha, Marly |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0026 seconds