Banca de DEFESA: KIVIA PEREIRA DE MEDEIROS FARIA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : KIVIA PEREIRA DE MEDEIROS FARIA
DATE: 25/02/2022
TIME: 14:00
LOCAL: Webconferência
TITLE:

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KEY WORDS:

Literature; Pedagogical mediation; Creativity; Elementary school.

PAGES: 298
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This study investigates, in the pedagogical mediation of literature reading, the emergence of creative thinking in elementary school children. Its relevance consists in recognizing the educational practice with literature as a catalyst for creative thinking, through actions that promote dialogue, repertoire formation, openness to divergence, and the reading and discussion of stories. It is supported by the studies of Amarilha (2009; 2013), fundamental in the correlation of literature and pedagogical practice; Yunes (2003), Zilberman and Silva (2008), whose works reveal the importance of literature for the formation of readers; Iser (1996, 1999) who deals with the reader's reception through reading, highlighting the quality and aesthetic effects of the literary work, signaling the creative potential of the reader in the process of reading literature, in addition to the studies of Eco (2011; 2016), Culler (1999) and Eagleton (2006) for the understanding of literature as art. Regarding educational action, the studies of Fontana (2005), Bortoni-Ricardo (2012), Bruner (1997), Vygotski (2007; 2014), and Zabala (1998) subsidize the understanding about mediation in pedagogical relations. Research by Csikszentmihalyi (1996), De Masi (2005), Guilford (1977), Martínez (1997, 2002, 2009, 2012), Alencar (2009; 2007; 2001), and Vygotski (2014) assists in the understanding of creativity, evoking the relevance of the subjects' social interactions in the development of creative thinking. The study is in line with qualitative research and adopted on-site observation and pedagogical intervention as techniques for data constitution. As instruments, we used the field diary and audio and video recording of the literature reading sessions. The research was carried out in the school of application of the Federal University of Rio Grande do Norte, in a 4th grade class with 19 children, whose ages ranged between 9 and 10 years old. During the intervention stage, ten literature reading sessions were implemented, anchored in the methodology of scaffolding, oriented by Graves and Graves (1995). As corpus, we have the speech episodes of the research subjects, whose semantic coding allowed the grouping into central categories: literary repertoire and creativity, literature and divergent thinking, creation and literature. The analyses of the subjects' voices indicate that pedagogical mediation in the literature class favors the emergence of creativity as it allows an opening for dialogue, a space for divergence, the formation of a repertoire, and the expression of collective thought by valuing the voices of the text and of the readers. Regarding procedures, it revealed that the methodology of scaffolding is related to creativity in fundamental aspects, repositioning the teaching of literature in the face of emerging educational demands.

BANKING MEMBERS:
Interna - 1801922 - ALESSANDRA CARDOZO DE FREITAS
Interno - 1645961 - ALLYSON CARVALHO DE ARAUJO
Externa à Instituição - DANIELA MARIA SEGABINAZI - UFPB
Externa à Instituição - DIANA MARIA LEITE LOPES SALDANHA - UERN
Externo à Instituição - DIÓGENES BUENOS AIRES DE CARVALHO - UESPI
Externa ao Programa - 1037169 - JULIANA DE MELO LIMA
Presidente - 107.909.261-72 - MARLY AMARILHA - UFRN