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Master's Dissertation
DOI
10.11606/D.8.2018.tde-29082018-160545
Document
Author
Full name
Mônica do Socorro de Jesus Chucre
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2018
Supervisor
Committee
Martin, Vima Lia de Rossi (President)
Alves, Roberta Hernandes
Brito, Regina Helena Pires de
Rezende, Neide Luzia de
Title in Portuguese
Leitura e leitores: um perfil de alunos do ensino fundamental II em uma escola pública de Campinas -SP
Keywords in Portuguese
Educação básica
Leitura literária
Mediação de leitura
Perfil de leitor
Práticas de leitura
Abstract in Portuguese
Esta pesquisa tem por objetivo mapear, descrever e analisar um determinado perfil de leitores da educação básica, refletindo sobre aspectos da prática de leitura literária, de alunos de 8º e 9º anos, da Escola Estadual, localizada em Sousas, no município de Campinas SP. O foco temático foi compreender a relação do discente com o livro e a leitura, especialmente a literária, tendo em vista suas práticas de leitura de textos literários, indicados (ou não) pela escola. A metodologia estabeleceu-se numa pesquisa-ação de abordagem qualitativa e descritiva. Os procedimentos de coleta de dados realizaram-se por meio de questionários com perguntas abertas e fechadas, na esteira do proposto por GIL (2008) e pela realização de grupo focal visando à obtenção de dados mais precisos que pudessem indicar dimensões mais subjetivas implicadas nos atos de leitura, e por entrevista com as professoras das turmas para sondagem e conhecimento de suas práticas de leitura de obras literárias. Os resultados obtidos permitiram afirmar que esses alunos da escola pública, de modo geral, não possuem domínio sobre as diferenças de gêneros das obras literárias e nem são capazes de desenvolver uma compreensão mais aprofundada dos sentidos das leituras literárias. Uma vez que os alunos realizam as leituras de acordo com suas possibilidades pessoais e oportunidades promovidas pela escola, a ausência de um tempo possível e legítimo para a leitura dentro da escola impacta negativamente sua capacidade leitora, ainda que um número significativo de alunos demonstre interesse pela leitura. O referencial teórico norteador fundamentou-se nos estudos sobre leitura e lugar do leitor em Michèle Petit (2013), Teresa Colomer (2007), Daniel Pennac (1993), além de Chartier (2011), Rezende (2013) e Dalvi (2013).
Title in English
Reading and readers: a profile of middle school students at a public school in Campinas São Paulo
Keywords in English
Basic education
Literary reading
Mediation of reading
Reader profile
Reading practices
Abstract in English
This research aims to map, describe and analyze a profile of readers of basic education and reflecting on the aspects of the practice of literary reading and reading habits of the 8th and 9th grade students of the public and state school, located in the neighborhood of Sousas, district of the city of Campinas São Paulo. The thematic focus in literature, especially the literary one, in view of the practices of reading literary texts, indicated (or not) by the school. The work intends to understand the student's relationship with the books and the reading. In order to do so, it was necessary to recognize and describe the identity of these students, as readers, considering their practices of reading literary texts. The methodology was established in a research-action with a qualitative and descriptive approach. The data collection procedures were performed through questionnaires with open and closed questions, along the lines proposed by GIL (2008), and through the accomplishment of a focus group to obtain more accurate data such as statements that could indicate more subjective information regarding the reading act, in addition there is some interviews with the teachers for better understanding of their in-class practices related to literary works. The results obtained allowed to affirm that these students of the public school, in general, do not have mastery of the understanding of genres of the literary works and nor are able to develop a more in depth understanding of the senses of the literary readings. Once students perform the readings according to their personal possibilities and opportunities promoted by the school, the absence of a possible and legitimate time for reading within the school negatively impacts their reading ability, although a significant number of students show an interest in reading. The theoretical reference framework was based on the studies on reading and place of the reader in Michèle Petit (2013), Teresa Colomer (2007), Daniel Pennac (1993), Chartier (2011), Rezende (2013) and Dalvi.
 
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Publishing Date
2018-08-29
 
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