This dissertation is the result of an investigation in a pilot school full time in Palmas -
TO with the Master in Teaching Language and Literature Graduate Program in
Literature from the University of Tocantins, Araguaína campus. Aimed to analyze and
understand how does the process of educating readers the perspective of literary
literacy in this school full time, in which students of upper grades of elementary
school nine hours and a half remain in the school environment and have the
workshop contemplated in Reading Time their curriculum, and other workshops, such
as theater, dance, music, among others. The interdisciplinary study of nature had a
theoretical elaboration of the concepts of literacy, literacy literature and literary
theory, in dialogue with the theories of complexity, the interdisciplinarity and
transdisciplinarityJapiassu. The research is qualitative and case study from an
ethnography with participant observation. The instruments used for data collection
were: documentary analysis of the Proposed Curriculum (2006); field diary with the
recorded observations of lessons in reading, workshops, rehearsals Christmas
Cantata, meetings, boards of class and continuous training of teachers as semistructured
interviews also made to the director, coordinator and two teachers of
Portuguese and reading Time. The results indicate that the process of educating
readers the perspective of literary literacy happens, however, realize that still exist
remnants of the traditional paradigm rather than a practical training of readers based
on emerging educational paradigm, as suggested by the Curriculum Proposal (2006)
school full time. This study revealed the design of interdisciplinary
trandisciplinaridade and guiding the whole school curriculum meets institutional
difficulties in accomplishing this goal, but it is noticeable that the reading practices
permeate all educational activities in school
|
