Práticas de leitura e suas contribuições para o letramento literário : um estudo com crianças de 05 e 06 anos
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Data
2016-03-17
Autores
Silva , Claudia Aparecida do Nascimento e
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Universidade Federal de Mato Grosso
Resumo
The objective of this Master‘s thesis is to show an analysis of reading practices of
children‘s literature promoted among 5 and 6 year old children of a classroom to
verify if these reading strategies in fact contribute for the literary literacy of these
children. The aim of this study is to identify common reading practices occurred in a
primary classroom of children‘s education, investigate the frequency of the literary
readings among these children and register the name of the books they read. The
research also verified the contribution of reading practice for the aesthetic
appreciation of the kids. This thesis presents a qualitative approach with a field
research: an ethnographic case study based on three main techniques: observation,
interview and documental analysis. A teacher and twenty-four children aged 5 and 6
year old participated of the research. There were thirteen boys and eleven girls
among them. The data were collected through fieldwork, semi structured interview
with the teacher and an analysis of the school‘s Political Pedagogical Project. The
data analysis is divided in three main points: 1st: time and space exploration in
children‘s education; 2nd: Reading practices of children‘s literature books; 3rd:
Reaction of children to these practices; 4th: Contribution of these practices to literary
literacy of these kids. The research is linked to the Master Degree Program of the
Federal University of Mato Grosso, in Rondonópolis city. It was developed in the
perspective of the studies of Language, Culture and Knowledge Construction. Our
theoretical basis discusses theories about reading practices, literature and critical
literacy, especially literary literacy, the focus of our research. The most relevant
authors for this thesis are Ezequiel Teodoro da Silva (1997) and Rildo Cosson
(2014a), whose theories discuss reading practices; Marisa Lajolo (1994) and Teresa
Colomer (2007), theorists of literature; Angela B. Kleiman (1995), Leda V. Tfouni
(1988), Magda Soares (1999) and Maria do Rosário Longo Mortatti (2004), whose
researches talk about literacy and, finally, Maria Zélia Versiani Machado (2012),
Marta Passos Pinheiro (2006), Aparecida Paiva e Francisca Maciel (2008), Ana
Arlinda de Oliveira (2010) and Rildo Cosson (2014b) theorists of literary literacy. The
data analysis shows that the pedagogical practice is planned to promote literary
literacy. We could also observe that kids became more involved with literature due to
the proposals of reading practices experienced at school.
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SILVA, Claudia Aparecida do Nascimento e. Práticas de leitura e suas contribuições para o letramento literário : um estudo com crianças de 05 e 06 anos. 2016. 143 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2016.