O texto literário nos livros didáticos do terceiro ao quinto ano do ensino fundamental: o estudo da coleção Buriti Mais
Nenhuma Miniatura disponível
Data
2021-08-26
Autores
Machado, Glauber
Orientadores
Vóvio, Claudia Lemos
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa visa o estudo dos textos literários numa coleção de livros didáticos voltada para os anos iniciais do Ensino Fundamental. Tomou-se como objeto o livro didático de português, reconhecido como um dos dispositivos na consecução do ensino. Tem-se como objetivo analisar a coletânea de textos literários e de atividades relacionadas a esses textos que evidenciem o modo e o tratamento dispensado a eles na coleção de livros didáticos “Português: Projeto Buriti Mais” da Editora Moderna, adotada na rede municipal de Santo André, no Estado de São Paulo, especificamente, nos volumes destinados ao terceiro, quarto e quinto ano. De caráter documental e qualitativo, tem como corpus as coletâneas de textos e de propostas didáticas desses três volumes. Para tanto, tomou-se como base as contribuições advindas de diversas áreas do conhecimentos: dos Estudos do Letramento, com os trabalhos de Street (2004), Kleiman (1995, 2019), Soares (2004, 2011a, 2011b), Rojo (2010), Dionísio (2000, 2006), Zappone (2008); da Filosofia da Linguagem do Círculo de Bakhtin, com Bakhtin (2016), Volóchinov (2018, 2019); Linguística Aplicada, com as contribuições de Batista (2011), Bunzen (2005a, 2009); e dos Estudos sobre Literatura e Educação Literária, com Jouve (2012), Cândido (2006, 2011), Lajolo e Zilberman (2007, 2017), Oliveira (2015), Cosson (2018, 2019, 2020). Recorreu-se a dois movimentos de análise: a quantificação e categorização de exemplares de gêneros do discurso presentes nos três volumes, com especial atenção aos gêneros literários. Ao verificar sua distribuição, frequência, e a compreensão das propostas que desvelam as intenções em relação à formação do leitor literário, além dos enfoques e paradigmas que as constituem a fim de favorecer a Educação Literária e dos letramentos literários nessa etapa da escolarização. Concluiu-se que a esfera literária possui o maior número de exemplares na coletânea, sendo poemas e contos os gêneros mais privilegiados. Notou-se uma diminuição da oferta de textos literários em prol da esfera jornalística e de divulgação científica, considerados textos de maior complexidade. No aspecto da formação do leitor, a coleção tendencia a associar o texto literário com uma leitura prazerosa, o que não corresponde com a utilização realizada, com viés da composição estrutural e gramatical. Com isso, constatou-se que há letramento literário com viés autônomo na coleção.
This research aims to study literary texts in a collection of textbooks focused on the early years of elementary school. The object was the Portuguese language textbook, recognized as one of the apparatus in the attainment of teaching. The objective is to analyze the collection of literary texts and activities related to these texts that highlight the manner and treatment given to them in the collection of textbooks “Português: Projeto Buriti Mais” of Moderna publishing house, adopted in the city of Santo André’s educational network, in the State of São Paulo, specifically, in the volumes destined to the third, fourth and fifth grades. Of documentary and qualitative character, it has as corpus collections of texts and didactic proposals of these three textbooks. To this end, it took as basis the contributions from several areas of knowledge: from the Studies of Literacy, with the works of Street (2004), Kleiman (1995, 2019), Soares (2004, 2011a, 2011b), Rojo (2010), Dionísio (2000, 2006), Zappone (2008); Bakhtin Circle’s philosophy of language, with Bakhtin (2016), Volóchinov (2018, 2019); Applied Linguistics, with the contributions of Batista (2011), Bunzen (2005a, 2009); studies on Literature and Literary Education, with Jouve (2012), Cândido (2006, 2011), Lajolo and Zilberman (2007, 2017), Oliveira (2015), Cosson (2018, 2019, 2020). Two movements of analysis were used: the quantification and categorization of discourse genres presented at these three textbooks with special attention to literary genres. As means as to verify their distribution, frequency and the comprehension of the proposals that unlight the intentions in relation to the literary reader formation, in addition to perspectives and paradigms that constitute them in order to favor the Literary Education and literary literacies at this stage of schooling. It was concluded that the literary sphere has the largest number of copies in the collection, with poems and short stories being the most privileged genres. It was realized a decrease in the offer of literary texts in favor of the journalistic and scientific dissemination spheres, considered texts of greater complexity. In the aspect of the reader's formation, the collection tends to associate the literary text with a pleasure reading, which does not correspond with the use accomplished, with a bias of structural and grammatical composition. With this, it was found that there is literary literacy with autonomous bias in the collection.
This research aims to study literary texts in a collection of textbooks focused on the early years of elementary school. The object was the Portuguese language textbook, recognized as one of the apparatus in the attainment of teaching. The objective is to analyze the collection of literary texts and activities related to these texts that highlight the manner and treatment given to them in the collection of textbooks “Português: Projeto Buriti Mais” of Moderna publishing house, adopted in the city of Santo André’s educational network, in the State of São Paulo, specifically, in the volumes destined to the third, fourth and fifth grades. Of documentary and qualitative character, it has as corpus collections of texts and didactic proposals of these three textbooks. To this end, it took as basis the contributions from several areas of knowledge: from the Studies of Literacy, with the works of Street (2004), Kleiman (1995, 2019), Soares (2004, 2011a, 2011b), Rojo (2010), Dionísio (2000, 2006), Zappone (2008); Bakhtin Circle’s philosophy of language, with Bakhtin (2016), Volóchinov (2018, 2019); Applied Linguistics, with the contributions of Batista (2011), Bunzen (2005a, 2009); studies on Literature and Literary Education, with Jouve (2012), Cândido (2006, 2011), Lajolo and Zilberman (2007, 2017), Oliveira (2015), Cosson (2018, 2019, 2020). Two movements of analysis were used: the quantification and categorization of discourse genres presented at these three textbooks with special attention to literary genres. As means as to verify their distribution, frequency and the comprehension of the proposals that unlight the intentions in relation to the literary reader formation, in addition to perspectives and paradigms that constitute them in order to favor the Literary Education and literary literacies at this stage of schooling. It was concluded that the literary sphere has the largest number of copies in the collection, with poems and short stories being the most privileged genres. It was realized a decrease in the offer of literary texts in favor of the journalistic and scientific dissemination spheres, considered texts of greater complexity. In the aspect of the reader's formation, the collection tends to associate the literary text with a pleasure reading, which does not correspond with the use accomplished, with a bias of structural and grammatical composition. With this, it was found that there is literary literacy with autonomous bias in the collection.
Descrição
Citação
MACHADO, Glauber. O texto literário nos livros didáticos do terceiro ao quinto ano do ensino fundamental : o estudo da coleção Buriti Mais. Orientador: Prof. Dr. Claudia Lemos Vóvio. Dissertação (Mestrado em Educação) - Guarulhos: Universidade Federal de São Paulo, Escola de Filosofia, Letras e Ciências Humanas, 2021.