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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2014.tde-14052014-153438
Document
Author
Full name
Renata da Silva Ferreira Asbahr
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2014
Supervisor
Committee
Rezende, Neide Luzia de (President)
Barretto, Elba Siqueira de Sa
Soares, Marisa Balthasar
Title in Portuguese
Leitura e produção de textos" (2009-2011): a efemeridade dos projetos de leitura literária na rede estadual paulista
Keywords in Portuguese
Ensino de leitura literária
Ensino fundamental 2
Leitura e produção de textos
Projetos de leitura da rede estadual paulista
Abstract in Portuguese
A presente dissertação resulta de nossa pesquisa de mestrado, na qual estudamos a disciplina Leitura e Produção de Texto (LPT), que compôs, de 2009 a 2011, a grade curricular do segundo ciclo do ensino fundamental (5ª à 8ª série/6º ao 9º ano) nas escolas estaduais paulistas. Ministrada por professores licenciados em Letras mediante duas aulas semanais, sua proposta, segundo documentos governamentais, era a formação do leitor literário. Além de LPT, abordamos projetos da Secretaria Estadual da Educação (SEE) dos últimos dez anos (2004-2013) focados na leitura literária. Apresentamos um histórico da disciplina, buscando compreender por que LPT teve uma duração efêmera, característica que se repete em outros projetos, como o Tecendo Leituras e a Hora da Leitura. Para realizar isso, fizemos um levantamento dos documentos oficiais relativos à LPT e aos demais projetos e realizamos duas entrevistas semicompreensivas (KAUFMANN,1996), a primeira com dois autores do Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013) e a segunda com um membro da equipe curricular de Língua Portuguesa da SEE. Posteriormente, procedemos à descrição, análise e interpretação dos documentos-fonte, nos moldes propostos por Soares (1996), e à identificação dos pontos em comum e discrepâncias entre as duas entrevistas, recortando temas para responder às questões que nos mobilizaram. Com relação ao referencial teórico, valemo-nos das contribuições do campo da história das disciplinas escolares (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 e 2010), das pesquisas da área de linguagem e educação e de ensino de língua materna (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 e 2010) e das pesquisas sobre ensino de literatura e de leitura literária (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).
Title in English
Reading and text production (2009-2011): the ephemerality of literature reading projects in the Sao Paulo State public schools curriculum
Keywords in English
Basic education 2
Literary reading teaching
Reading and text production
Reading projects from the São Paulo State public schools
Abstract in English
The present essay results from our masters degree research, in which we have studied the discipline Reading and Text Production (RTP LPT in Portuguese), that from 2009 to 2011 composed the curricular grade of the basic education second cycle (5th to 8th Brazilian grade/ actual 6th to 9th Year) in the Sao Paulo State public schools grade. Taught by Letters licensed teachers through two days a week classes, its purpose, according to governmental documents, was the formation of the literary reader. Besides the RTP, we approached projects of the State Secretary of Education (SSE SEE in Portuguese) from the past ten years (2004 2013) focused on literary reading. We have initiated with a history of the discipline, seeking to comprehend why the RTP had such a short duration, characteristic that is repeated in other projects, such as Weaving Readings (In Portuguese: Tecendo Leituras) and Reading Hour (In Portuguese: Hora da Leitura). To do so, we have conducted a survey on the official documents related to the RTP and further projects and made two semi-comprehensive interviews (KAUFMANN, 1996); the first one with two authors from the Teachers book of Reading and Text Production/ Caderno do professor de Leitura e Produção de Texto (SÃO PAULO, 2013); the second with a member of the Portuguese Language curricular team from the SSE. After that, we have made the description, analysis and interpretation of the source documents, in the molds proposed by Soares (1996) and the identification of the commonalities and discrepancies between the two interviews, creating themes to answer the questions that mobilize us. In relation to the theoretical references, we have made use of the contributions from the historical field of the scholar disciplines (CHERVEL, 1990; JULIA, 2001; GOODSON, 2008 and 2010); of researches from the Educational and Language field and of native language teaching (GERALDI, 2002; SOARES, 1999; DE PIETRI, 2007 and 2010); and of researches regarding the literature teaching and literature reading (ROUXEL, LANGLADE e REZENDE, 2012; JOUVE, 2004).
 
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Publishing Date
2014-05-16
 
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