Investigating the Reading Process by Means of Collaborative Environment

Abstract

RESUMENInvestigaciones brasileñas acerca de los factores determinantes para el éxito de programas de formación de lectores señalan la necesidad del empleo de la literatura como objeto estético para que el niño se aproxime al libro. Esta investigación se propuso estudiar las concepciones de los profesores acerca de la literatura a partir del punto de vista del lector infantil. Se utilizó el chat como mecanismo de recolección de datos, propuesto entre dos clases de la enseñanza fundamental, y entrevistas con las profesoras regentes. El análisis de los chats siguió la metodología de Franco (1997), evidenciando que los docentes no consideran al libro como un objeto estético que necesita ser disfrutado. Esta investigación señala tres ejes básicos para la conquista de un público lector: a) recursos humanos calificados con claridad acerca de la concepción de literatura como fenómeno estético; b) procedimientos metodológicos coherentes con esa concepción; c) acervo bibliográfico ajustado a esa concepción. ABSTRACTBrazilian research on the determining factors for the success of programs to teach reading indicates a need to view literature as an aesthetic object that will encourage children to appreciate books. This study proposes investigating teachers' concepts of literature, from the point of view of the children. Chat was used as a data collection mechanism, proposed between two groups of elementary school children and interviews with the teachers. The analysis of the chats followed the methodology of Franco (1997). This study indicates three key areas for winning a reading public: a) qualified human resources, with a clear concept of literature as an aesthetic phenomenon; b) methodological procedures that are coherent with this concept; c) a bibliographical archive that is aligned with this concept.

Compreensão de textos literários por alunos da educação infantil

“…Despite these issues, the use of the literary text with a moralizing function, rather than as an artistic work, is observed at this time, which literature highlights as being contrary to the function of the literary text (Costa et al, 2008;Neitzel & Neitzel, 2009;Vygotsky, 1926Vygotsky, /2003. Moreover, the teacher does not highlight the specific characteristics of this genre in the intervention performed.…”

“…Nevertheless, the text was used with a pedagogical and moralizing function. The story was chosen as an illustration for a moral rule, rather than pointing out the specifics and characteristics of the genre in question, in order to facilitate understanding (Neitzel & Neitzel, 2009;Santos, 2013;Silva & Arena, 2012).…”

“…Moreover, it is necessary that the teacher emphasizes at these moments the specific characteristics of the textual genre that is being worked in order to favor understanding (Silva & Arena, 2012). Regarding the literary genre, which allows multiple interpretations and readings, and shows the creative side of the written text (Corsino, 2010); it is important that the book inserted in this genre is understood as an artistic work, as an element to be appreciated, in order to broaden the literary and poetic repertoire of readers, and not with a pedagogical and moralizing function, a means to teach content from other disciplines, which is what is generally observed (Costa Ramos & Panozzo, 2008;Neitzel & Neitzel, 2009;Vygotsky, 1926Vygotsky, /2003. About this, Vygotsky (1926Vygotsky ( /2003 emphasizes that it is the role of the school to train creative readers and, for this, it is necessary a theoretical teacher education that includes the concepts of children's reading and literature.…”