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Previous issue date: 2011-11-08 / The focus of this thesis is children's reception to literary texts starting from literary livelihood
in an inclusive literary context, looking for the possible evidences that are present in the
construction as reader/hearing of literature. Based on a study case, we search the ways of
participation of a child (girl) with intellectual deficiency in situations of offering and
reception of literary texts, looking for the understanding and explication of some aspects of
her processing and the building up of an initial reader. The data were taken starting from
observations in moments of reading and story-telling in the period from November to
December/2008 and May to June/2009 in a public school of children education, in Natal-
Brazil, in which there was a registered student showing intellectual deficiency associated to
Down syndrome. As research tools we used: field diary, interview scripts and video
recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b),
Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b),
Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that
although expressing little verbalization and limited levels of attention, body attitudes,
movements and talks of the child under investigation, denounced engagement and rendition to
the sonority of the texts shared. These data gives us traces that, under a mediating action, the
child with intellectual limitation can turn into a reader/hearing subject of literature,
developing a sensitive and a selective attitude towards the literary text. Amongst other
aspects, we identified that (1) a conception of deficiency present through the school that
recognizes his/her potential of developing and learning (2) the situation of sharing, that
favours a relation with the texts through the other, and (3) the relevance of orality providing
the semantic paths that help the child in the building up of meaning, presenting themselves as
fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader.
Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to
the child with intellectual deficiency, a space towards interaction with the fictional text in
which the child can learn and live its ludic and interactive character, to enjoy its hearing
abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations
mediated through the more experient reader and shared with her/his different pairs. The
research shows yet that, looking after conditions that guarantee a comfortable environment to
the story hearings in the classrooms that focus on children education, being aware of a
selection and the prosody of stories, the didactic contract, the attention to individual reactions,
enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing
subject of literature, engaged in its richness and magic / Focalizamos nesta tese a recep??o da crian?a com defici?ncia intelectual ao texto liter?rio, a
partir da observa??o de uma viv?ncia liter?ria num contexto escolar inclusivo, evidenciando
as possibilidades que se apresentam na sua constru??o como leitora/ouvinte de literatura.
Mediante um estudo de caso, investigamos os modos de participa??o dessa crian?a em
situa??es de oferta e recep??o de textos liter?rios, buscando compreender e explicitar os
aspectos de seu processo de forma??o leitora inicial. Os dados foram levantados a partir de
observa??es nos momentos de leitura e de conta??o de hist?rias no per?odo de novembro e
dezembro/2008 e maio e junho/2009, numa turma de uma escola de Educa??o Infantil na qual
se encontrava matriculada a referida crian?a, cuja defici?ncia intelectual est? associada ?
S?ndrome de Down. Como instrumentos de pesquisa foram utilizados: di?rio de campo,
roteiros de entrevistas e videograva??es. As an?lises fundamentaram-se nos estudos de
Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979,
1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) dentre outros. O
estudo mostrou que, embora pouco se expressando verbalmente e, por vezes, apresentando
limitados n?veis de aten??o, as atitudes corporais, os movimentos e as falas da crian?a
investigada denunciaram engajamento e rendi??o ao apelo da sonoridade dos textos
partilhados. Esses dados revelam ind?cios de que, sob o patroc?nio de uma a??o mediadora, a
crian?a com defici?ncia intelectual pode constituir-se como uma leitora/ouvinte de literatura,
desenvolvendo uma escuta sens?vel, seletiva e atenta ao texto liter?rio. Dentre outros aspectos,
identificamos que a concep??o de defici?ncia apresentada pela escola, que reconhece seu
potencial de desenvolvimento e de aprendizagem, a situa??o de partilhamento, que favorece o
exercitar de diferentes formas de se relacionar com os textos atrav?s do outro, e a relev?ncia
da oralidade fornecendo as pistas sem?nticas que auxiliam a crian?a na constru??o de
sentidos, apresentam-se como fundamentais para seu acercamento ao texto liter?rio, e,
portanto, sua forma??o leitora. Dessa forma, reconhecendo suas capacidades e possibilidades,
acreditamos ser importante garantir ? crian?a com defici?ncia intelectual um espa?o para a
intera??o com o texto ficcional no qual ela possa aprender a reconhecer e vivenciar o seu
car?ter l?dico e interativo, degustar de forma prazerosa a sua escuta, beneficiando-se, assim,
da experi?ncia est?tica vivenciada, principalmente quando em situa??es coletivas mediadas
pelo leitor mais experiente e partilhadas com seus diferentes pares. O estudo indica ainda que
atentar para condi??es que garantam um clima favor?vel ? escuta de hist?rias nas salas de aula
da educa??o infantil, como o cuidado com a sele??o da hist?ria e com sua pros?dia, o contrato
did?tico, a aten??o ?s rea??es individuais, dentre outras, ampliam as possibilidades para que
qualquer crian?a deficiente ou n?o experimente-se como leitora/ouvinte de literatura,
usufruindo de sua riqueza e magia
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14425 |
| Date | 08 November 2011 |
| Creators | Brito, Nazineide |
| Contributors | CPF:10790926172, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787000J8, Lopes, Denise Maria de Carvalho, CPF:15678296434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5, Freitas, Alessandra Cardozo de, CPF:70399239472, http://lattes.cnpq.br/4424220937257634, Bines, Rosana Kohl, CPF:00364732784, http://lattes.cnpq.br/5917182189881826, Martha, Alice ?urea Penteado, CPF:43380697915, 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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