Banca de DEFESA: SIMONE LEITE DA SILVA PEIXOTO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SIMONE LEITE DA SILVA PEIXOTO
DATE: 24/02/2022
TIME: 09:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Literature, Early Childhood, Poetry, Reading Education.


PAGES: 215
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The thesis Potential of poetry for reading education in early childhood aims to investigate the receptive competence of very young children to read poems, considering the sensitive nature of this verbal composition that contains sound, rhythm and rhymes, in a Nursery class of a public institution of early childhood education in the city of Natal-RN, Brazil. The presence of literature in the context of early childhood education is fundamental in the construction of children's reading behavior. However, when we propose to think about reading formation in early childhood in the daycare context, it is essential to investigate how the interaction of very young children with poetry reading occurs. In this sense, perceiving the child as someone who constructs meanings and who, since babies, already evokes a potential language to give birth to poetry, instigated us to question and investigate how the reception of poetry reading by very young children happens in the context of Early Childhood Education. The research is methodologically based on the qualitative approach with pedagogical intervention, in which we defined as corpus of research the multiple languages transcribed from 15 subjects, aged 1 to 2 years old, considering 20 reading sessions held through 8 books of poems. The data analysis is done through the principles of categorization and inference present in content analysis, in the thematic modality, proposed by Bardin (2011). It is adopted as theoretical subsidies regarding the reading formation (AMARILHA, 2012; 2013; 2016; COELHO, 2000; ZILBERMAN, 2005); about poetry (KIRINUS, 2011; PAZ, 2012; PINHEIRO, 2018; POUND, 2013) and about literature for very young children (PARRA, 2014; PARREIRAS, 2012; REYES, 2010; SOUZA, 2018). The results point out that the children were attracted by the poetic text, mainly for its differentiated construction, experiencing it with their senses, bodies and emotions. The thesis evidences that working with poetry in the classroom contributes to the formation of the imaginary, the symbolic, and creativity, and is potentially one of the means of providing cognitive structures capable of favoring the development of language and respecting the world of children, because very young children have a peculiar way of perceiving the world.


BANKING MEMBERS:
Interna - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Externo à Instituição - ANDERSON ARAUJO OLIVEIRA - UQAM
Externa à Instituição - CASSIA DE FATIMA MATOS DOS SANTOS - IFRN
Externa ao Programa - 3057767 - DANIELA AMARAL SILVA FREITAS
Externa à Instituição - DIANA MARIA LEITE LOPES SALDANHA - UERN
Presidente - 107.909.261-72 - MARLY AMARILHA - UFRN
Interna - 1672476 - ROSIE MARIE NASCIMENTO DE MEDEIROS
Notícia cadastrada em: 14/02/2022 15:01
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