Sala de leitura na rede municipal de São Paulo: reflexões sobre eventos e práticas de letramento com uma turma de 4º ano
Arquivos
Data
2015-09
Autores
Firmino, Estevão Marcos Armada 
Orientadores
Bunzen Júnior, Clecio dos Santos
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O objetivo principal desta pesquisa é investigar os eventos e práticas de letramento que
ocorreram durante as aulas de Sala de Leitura, com alunos de uma turma de 4° ano do ensino
fundamental I, da Rede Municipal de Ensino de São Paulo. Num primeiro momento,
procuramos apresentar o referencial teórico da pesquisa que foi construído com base em um
quadro epistemológico transdisciplinar, que buscou efetivar o diálogo entre Estudos sobre
Letramento, pesquisas sobre interação em sala de aula e autores do campo sociológico.
Posteriormente, contextualizamos a Sala de Leitura e fizemos a análise de parte do trabalho
prescrito para esse espaço, por meio do exame do Caderno Orientador ‘Leitura ao pé da
Letra’, com fins de se compreender as escolhas didáticas do Professor Orientador de Sala de
Leitura. Em seguida, descrevemos, analisamos e interpretamos algumas práticas de letramento
ocorridas no contexto situado de pesquisa, a partir de um mapeamento da dinâmica discursiva
das aulas com o 4° ano, que evidenciou a ocorrência de eventos de letramento criados pelo
Professor Orientador de Leitura e eventos criados pelos alunos. A pesquisa, de cunho
qualitativo e interpretativa, empregou a abordagem etnográfica no acompanhamento das aulas
transcorridas durante o ano letivo, e dessa forma, foram utilizados um diário de pesquisa,
fotografias e gravações em áudio das aulas. A análise desses dados foi feita através de mapas
de eventos das aulas e seleção de episódios ocorridos durante as interações nas aulas. Nossos
resultados indicam que os eventos de letramento observáveis nesta Sala de Leitura estavam
relacionados majoritariamente a práticas de letramento de leitura literária escolarizada,
adotadas pelo Professor e práticas de letramento de leituras voluntárias empregadas por
alguns alunos e alunas do 4° ano. Esses resultados revelam a necessidade de uma
compreensão ampliada das práticas de leitura voluntárias dos alunos que se engajam em
leituras de não ficção e a necessidade de discussão referente a hibridização de práticas escolares
com as não-escolares na Sala de Leitura.
The main objective of this research is to investigate the events and literacy practices that occurred during the Reading Room classes with students from a group of 4th year of elementary school, from a public school in the city of São Paulo. At first, we presented the theoretical background of the research that was based on a transdisciplinary epistemological framework that sought to accomplish the dialogue among studies on literacy, researches on interaction in the classroom and authors of the sociological field. Later, we put the Reading Room into context and analyzed of the work prescribed for that space, through the exam of Guiding Book 'Literal Reading', in order to understand the educational choices of the Reading Room’s supervisor. We then described, analyzed and interpreted some literacy practices that occurred in the research context, based on a mapping of the dynamics classes with the 4th grade students, which showed the occurrence of literacy events created by Reading Teacher Supervisor and events created by the students. This qualitative and interpretative research used the ethnographic approach in classes during the school year and thus a research journal, photographs and audio recordings of the classes were used. The analysis of data was performed through maps of events related to classes and selection of episodes occurring during the interaction in class. Our results indicate that literacy events observed in this Reading Room were mainly related to practices of literacy educated literary reading adopted by the teacher and literacy practices of voluntary readings by some 4th grade students. These results reveal the need for a broad understanding of voluntary reading practices of students who engage in non-fiction readings, as well as the need for a discussion on the hybridization of the school with the non-school practices in the Reading Room.
The main objective of this research is to investigate the events and literacy practices that occurred during the Reading Room classes with students from a group of 4th year of elementary school, from a public school in the city of São Paulo. At first, we presented the theoretical background of the research that was based on a transdisciplinary epistemological framework that sought to accomplish the dialogue among studies on literacy, researches on interaction in the classroom and authors of the sociological field. Later, we put the Reading Room into context and analyzed of the work prescribed for that space, through the exam of Guiding Book 'Literal Reading', in order to understand the educational choices of the Reading Room’s supervisor. We then described, analyzed and interpreted some literacy practices that occurred in the research context, based on a mapping of the dynamics classes with the 4th grade students, which showed the occurrence of literacy events created by Reading Teacher Supervisor and events created by the students. This qualitative and interpretative research used the ethnographic approach in classes during the school year and thus a research journal, photographs and audio recordings of the classes were used. The analysis of data was performed through maps of events related to classes and selection of episodes occurring during the interaction in class. Our results indicate that literacy events observed in this Reading Room were mainly related to practices of literacy educated literary reading adopted by the teacher and literacy practices of voluntary readings by some 4th grade students. These results reveal the need for a broad understanding of voluntary reading practices of students who engage in non-fiction readings, as well as the need for a discussion on the hybridization of the school with the non-school practices in the Reading Room.
Descrição
Citação
FIRMINO, Estevão Marcos Armada. Sala de leitura na rede municipal de São Paulo: reflexões sobre eventos e práticas de letramento com uma turma de 4° ano. 2015. 208 f.
Dissertação (Mestrado em Curso) – Escola de Filosofia, Letras e
Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2015.