A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula
The research was based on the recognition of the importance of public early childhood education and focused on the debate about the teaching of literary reading in the early years of elementary school in the public education system. It reflected on the positive results of introducing literary read...
| Autor principal: | CRUZ, Lia Mara Veloso dos Santos |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Oeste do Pará
2024
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| Acesso em linha: |
https://repositorio.ufopa.edu.br/jspui/handle/123456789/1773 |
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ir-123456789-1773 |
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ir-123456789-17732024-08-13T21:25:05Z A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula CRUZ, Lia Mara Veloso dos Santos FIGUEIRA, Lauro Roberto do Carmo http://lattes.cnpq.br/7373916305218922 Leitura Literatura infantojuvenil Formação leitora CNPQ:: Lingüística, Letras e Artes The research was based on the recognition of the importance of public early childhood education and focused on the debate about the teaching of literary reading in the early years of elementary school in the public education system. It reflected on the positive results of introducing literary reading in the early grades of elementary school. Results from national (SAEB/ANA, 2016) and international (PISA, 2018) exams attest to the lack of access to literary texts and point to a gap in reading skills in Brazilian Basic Education. In this sense, a theoretical study was carried out through bibliographic research that investigated which elements present in children's and young adult literature can be used to awaken the interest in reading among children in the early years of Elementary School, in order to contribute to their initiation into reading and their personal development. The theoretical investigation was linked to practical activities in a teaching project, approved by the Plataforma Brasil, by an ethics committee, under opinion number 6.108.338. It was carried out in a school of the Amazonas state public school system. The title of this intervention is: Children's and Young Adult Literature – Reading Beyond the Classroom. Its proposal aimed to introduce Children's and Young Adult Literature in the early years of Elementary School. Its planning included the connection between school, family, and the literary community (local Children's and Young Adult Literature authors). 24 children participated in the intervention, the majority of whom were male, mixed-race, and 2 were indigenous. There were also 24 guardians and 2 local writers. The participating children were between 8 and 9 years old, and most of them came from low-income families, which made it difficult for them to access literary books before school age. However, with the implementation of the project, it was possible for many children to read up to 20 books with their families during the intervention, through book loans from the library. To support the research, authors who are experts on these subjects were sought out, including Ariès (1986); Colomer (2003); Zilberman (2009); Cosson (2021). The theoretical part of the research presents the beginning of the discussion about the emergence of Children's Literature in Europe and its arrival in Brazil. It also discusses the relationship between the production of Children's and Young Adult Literature and the student's formative process, characterizing the non-pragmatic aspect that Children's and Young Adult Literature has as an element in the holistic formation of students as individuals. The social role of Children's and Young Adult Literature (anti-racist and anti-prejudice literature) is also discussed through the insertion of African and indigenous literature and its representation in the midst of white literature, in Portuguese language classes, and possibilities for interdisciplinary study. Although this is not the main focus of the research, it was considered highly relevant to emphasize the importance of children having access to this literature. During the intervention process, positive and negative points were listed, among them the difficulties for the guardians to follow their children's readings, mainly due to the need for the guardians to work outside the home. However, as positive points, the school community, the parents of the students and the local writers were enthusiastic about the intervention to help "in small steps" in this initiation of the students' reading formation. A pesquisa partiu do reconhecimento do ensino público infantil e privilegiou o debate sobre o ensino da leitura literária nos anos iniciais do ensino fundamental da rede pública de ensino, refletindo sobre os resultados positivos de introduzir leitura literária nas series iniciais do Ensino fundamental. Resultados dos exames nacionais (SAEB/ANA, 2016) e internacionais (PISA, 2018) atestam carências de acesso a leituras de textos literários e apontam defasagem nessas leituras, na Educação Básica brasileira. Neste sentido, foi realizada um estudo teórico por meio de pesquisa bibliográfica a qual investigou-se quais elementos presentes na literatura infantojuvenil podem ser utilizados para despertar o interesse nas crianças das séries iniciais do Ensino Fundamental pela leitura, de modo que contribua, para a sua iniciação leitora e o seu desenvolvimento pessoal. A investigação teórica foi vinculada a atividades práticas em um projeto de ensino, aprovado pela plataforma Brasil, por um comitê de ética, no parecer: 6.108.338. realizado em uma escola da rede pública estadual do Amazonas. Essa intervenção tem como título: Literatura infantojuvenil – Leituras para além da sala de aula. Sua proposta teve como objetivo introduzir a literatura Infantojuvenil nas séries iniciais do Ensino Fundamental. Seu planejamento incluiu o vínculo entre escola, família e comunidade literária (autores de Literatura Infantojuvenil local). Na realização da intervenção participaram 24 crianças, maioria do sexo masculino, pardos, 2 indígenas, somando a 24 responsáveis e 2 escritores locais. As crianças participantes eram da faixa etária de 8 e 9 anos, sendo a maioria de famílias de baixa renda, o que dificultou acesso a livros literários, antes da idade escolar. Porém com a realização do projeto, foi possível por meio de empréstimos de livros da biblioteca, muitas crianças terem lido no decorrer da intervenção, até 20 livros junto a família. Para embasamento da pesquisa, buscou-se autores que se debruçam acerca desses assuntos tendo vasto conhecimento de causa, entre eles(as), Ariès (1986); Colomer (2003); Zilberman (2009); Cosson (2021). A parte teórica da pesquisa apresenta o início da discussão sobre o aparecimento da Literatura Infantil na Europa e sua chegada ao Brasil e discute as relações da produção da literatura infantojuvenil e o processo formativo do discente, caracterizando o aspecto não pragmático que a literatura infantojuvenil possui como elemento na formação holística dos alunos como indivíduos. Discute-se também sobre o papel social da literatura infantojuvenil (literatura antirracista e antipreconceito) por meio da inserção das literaturas africanas e indígenas e sua representação em meio a literatura branca, nas aulas de língua portuguesa e possibilidades para o estudo interdisciplinar. Apesar desse tema não ser o foco principal da pesquisa, julgou-se de grande relevância dar destaque a importância das crianças terem acesso essas literaturas. Durante o processo de intervenção, foram elencados pontos positivos e negativos, entre eles as dificuldades para o acompanhamento dos responsáveis nas leituras de seus filhos(as), devido, principalmente, pela necessidade dos responsáveis de trabalharem fora. Entretanto, como pontos positivos, a comunidade escolar, os pais dos alunos e os escritores locais entusiasmaram-se com a realização da intervenção para ajudar a “curtos passos” nessa iniciação de formação leitora dos alunos(as). 2024-08-13T21:20:30Z 2024-08-13T21:20:30Z 2024-03-20 Dissertation CRUZ, Lia Mara Veloso dos Santos. A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula. Orientador: Lauro Roberto do Carmo Figueira. 2024. 127 fls. Dissertação (Mestrado Profissional em Letras) - Programa de Mestrado Profissional em Letras, Intituto de Ciências da Educação, Pró-reitoria de Pesquisa, Pós-graduação e Inovação Tecnológica, Universidade Federal do Oeste do Pará, Santarém, 2024. Disponível em: https://repositorio.ufopa.edu.br/jspui/handle/123456789/1773 https://repositorio.ufopa.edu.br/jspui/handle/123456789/1773 pt_BR Acesso Aberto application/pdf Universidade Federal do Oeste do Pará Brasil Programa de Pós-Graduação em Mestrado Profissional em Letras em Rede Nacional UFOPA Instituto de Ciências da Educação PDF |
| institution |
Repositório Institucional - Universidade Federa ldo Oeste do Pará - UFOPA |
| collection |
DSpace |
| language |
pt_BR |
| topic |
Leitura Literatura infantojuvenil Formação leitora CNPQ:: Lingüística, Letras e Artes |
| spellingShingle |
Leitura Literatura infantojuvenil Formação leitora CNPQ:: Lingüística, Letras e Artes CRUZ, Lia Mara Veloso dos Santos A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| topic_facet |
Leitura Literatura infantojuvenil Formação leitora CNPQ:: Lingüística, Letras e Artes |
| description |
The research was based on the recognition of the importance of public early childhood education and
focused on the debate about the teaching of literary reading in the early years of elementary school in
the public education system. It reflected on the positive results of introducing literary reading in the early
grades of elementary school. Results from national (SAEB/ANA, 2016) and international (PISA, 2018)
exams attest to the lack of access to literary texts and point to a gap in reading skills in Brazilian Basic
Education. In this sense, a theoretical study was carried out through bibliographic research that
investigated which elements present in children's and young adult literature can be used to awaken the
interest in reading among children in the early years of Elementary School, in order to contribute to their
initiation into reading and their personal development. The theoretical investigation was linked to
practical activities in a teaching project, approved by the Plataforma Brasil, by an ethics committee,
under opinion number 6.108.338. It was carried out in a school of the Amazonas state public school
system. The title of this intervention is: Children's and Young Adult Literature – Reading Beyond the
Classroom. Its proposal aimed to introduce Children's and Young Adult Literature in the early years of
Elementary School. Its planning included the connection between school, family, and the literary
community (local Children's and Young Adult Literature authors). 24 children participated in the
intervention, the majority of whom were male, mixed-race, and 2 were indigenous. There were also 24
guardians and 2 local writers. The participating children were between 8 and 9 years old, and most of
them came from low-income families, which made it difficult for them to access literary books before
school age. However, with the implementation of the project, it was possible for many children to read
up to 20 books with their families during the intervention, through book loans from the library. To support
the research, authors who are experts on these subjects were sought out, including Ariès (1986);
Colomer (2003); Zilberman (2009); Cosson (2021). The theoretical part of the research presents the
beginning of the discussion about the emergence of Children's Literature in Europe and its arrival in
Brazil. It also discusses the relationship between the production of Children's and Young Adult Literature
and the student's formative process, characterizing the non-pragmatic aspect that Children's and Young
Adult Literature has as an element in the holistic formation of students as individuals. The social role of
Children's and Young Adult Literature (anti-racist and anti-prejudice literature) is also discussed through
the insertion of African and indigenous literature and its representation in the midst of white literature, in
Portuguese language classes, and possibilities for interdisciplinary study. Although this is not the main
focus of the research, it was considered highly relevant to emphasize the importance of children having
access to this literature. During the intervention process, positive and negative points were listed, among
them the difficulties for the guardians to follow their children's readings, mainly due to the need for the
guardians to work outside the home. However, as positive points, the school community, the parents of
the students and the local writers were enthusiastic about the intervention to help "in small steps" in this
initiation of the students' reading formation. |
| author_additional |
FIGUEIRA, Lauro Roberto do Carmo |
| author_additionalStr |
FIGUEIRA, Lauro Roberto do Carmo |
| format |
Dissertação |
| author |
CRUZ, Lia Mara Veloso dos Santos |
| title |
A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| title_short |
A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| title_full |
A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| title_fullStr |
A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| title_full_unstemmed |
A literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| title_sort |
literatura infantojuvenil no processo da formação leitora nos anos iniciais do ensino fundamental: uma proposta para além da sala de aula |
| publisher |
Universidade Federal do Oeste do Pará |
| publishDate |
2024 |
| url |
https://repositorio.ufopa.edu.br/jspui/handle/123456789/1773 |
| _version_ |
1829179639385292800 |
| score |
11.755432 |