Banca de DEFESA: BÁRBARA RAQUEL COUTINHO TOSCANO AZEVEDO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : BÁRBARA RAQUEL COUTINHO TOSCANO AZEVEDO
DATA : 26/07/2016
HORA: 09:00
LOCAL: Auditório I - NEPSA II
TÍTULO:

Em elaboração.

PALAVRAS-CHAVES:

Children; Childhood; Child education; Reading; Children's senses.

PÁGINAS: 116
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This argumentative text aims to analyze meanings attributed to reading for children in the context of Childhood Education and have as themes the children, the reading and Childhood Education. Its development was guided by the following assumptions: a) the child as a subject capable of producing in conditions of interaction and mediation, own senses in relation to objects and cultural practices; b) Reading as a cultural practice material present in the lives of children; c) the place of reading in Childhood Education. The research seeks to answer the question: that senses the reading for children in the context of Childhood Education? The study have as theoretical and methodological contributions: the principles of qualitative approach and Vygotsky propositions about human processes and Bakhtin for Research in the Humanities. According to these thinkers, is need to consider: that the studies treats, not objects, but processes in permanent change, made in mediation relationships that need to be learned; the object and your understanding, are discursive productions, are texts; the researcher and the researched subjects are interacting; knowledge is co-constructed. The research involved the following methodological procedures: observation sessions semi-participative type and group and individual interviews semistructured type. The study was developed in an Childhood Education institution from Natal, RN - Municipal Center for Childhood Education - and had as subjects participants, children with age around five years and the teacher of a level IV class. The construction and analysis / interpretation of the data indicate that: children have, in the researched context, possibilities of interaction with the writing and experimentation of reading, even though they know not read conventionally, in diverse and significant situations, which experience through play and with relative autonomy. The children produce / express multiple meanings in relation to reading, systematized in center-axis of senses: 1) Read as/to activity future time; 2) Read as an adult activity; 3) Read and appropriation of knowledge and power; 4) Read as an activity that crosses spaces; 5) Read and pleasure activity; 6) Read as a school activity. The analysis of the discourse of children and the systematization of the "center-axis" of meanings show to the important place that cultural practice in their contexts of life and, especially, of the school. Show too to the possibilities of children as producer’s subjects of culture and participants of the contexts in which they live. Ultimately, show to the need of thinking and mean reading have to considered in the reinterpretation of the relevant practices of reading in the context of Childhood Education.

MEMBROS DA BANCA:
Interno - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Externo à Instituição - FRANCILEIDE BATISTA DE ALMEIDA VIEIRA - UERN
Interno - 1672888 - MARIANGELA MOMO
Externo à Instituição - SILVIA HELENA VIEIRA CRUZ - UFC