Práticas e eventos de leitura como promotores do letramento pela literatura
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Tipo
Artigos
Classficação
Nível metodológico
Data
2024
Objetivos de Desenvolvimento Sustentável
ODS 4. Educação de qualidade
Título do Períodico
Educação: Teoria e Crítica
ISSN
1981-8106
Página(s)/e-location
e14[2024]
Idioma(s)
pt
Fonte
Rio Claro, SP
34
67
34
67
Fonte
Coleções
Resumo
Este artigo apresenta os resultados de uma investigação cujo objetivo foi identificar quais práticas de letramento literário marcaram significativamente a memória de acadêmicos dos primeiros semestres do curso de Letras, Sendo de cunho qualitativo, a concepção metodológica desta pesquisa está respaldada principalmente em Bogdan e Biklen (1997), tomando como referencial a análise de conteúdo conforme Bardin (2011), Sobre letramento, buscamos embasamento nas obras de Soares (1998, 1999, 2005, 2020), Kleimann (2006), Paulino e Cosson (2009) e Zappone (2008), que corroboram as reflexões acerca de letramento literário, A coleta dos dados foi feita por meio de questionário com 14 perguntas fechadas e abertas, As respostas dos acadêmicos indicaram a presença da família como primeira promotora do letramento literário, No Ensino Fundamental, destacaram-se atividades envolvendo a literatura na escola, a rotina de visita à biblioteca e a produção textual a partir de textos literários,
This article presents the results that had has a goal to investigate the pedagogical practices of literary literacy at school have marked the memory of the initial students majoring Letters. Data collection was made through closed and open questions arranged in a survey answered by eight students. Being of a qualitative nature, the methodological conception of this research is mainly supported by Bogdan and Biklen (1997), taking as a reference the content analysis according to Birdan (2011). Regarding literacy, we searched for a basis in the works of Soares (1998, 1999, 2005, 2020) and Kleimann (2006), Paulino and Cosson (2009) and Zappone (2008) support the reflections concerning literary literacy. The students' responses led to the presence of the family as the first supporter of literary literacy by remiding the voice of parents and close relatives telling children's stories. In elementary school, activities involving literature as routine visits to the library and text production based on literary texts were mentioned.
This article presents the results that had has a goal to investigate the pedagogical practices of literary literacy at school have marked the memory of the initial students majoring Letters. Data collection was made through closed and open questions arranged in a survey answered by eight students. Being of a qualitative nature, the methodological conception of this research is mainly supported by Bogdan and Biklen (1997), taking as a reference the content analysis according to Birdan (2011). Regarding literacy, we searched for a basis in the works of Soares (1998, 1999, 2005, 2020) and Kleimann (2006), Paulino and Cosson (2009) and Zappone (2008) support the reflections concerning literary literacy. The students' responses led to the presence of the family as the first supporter of literary literacy by remiding the voice of parents and close relatives telling children's stories. In elementary school, activities involving literature as routine visits to the library and text production based on literary texts were mentioned.
Descrição
Palavras-chave
Letramento literário, Agentes de letramento literário, Práticas de letramento literário na escola, Literary literacy, Literary literacy agents, Practices of literary literacy in school
Citação
GERENT, Marilene de Fátima Pereira; GARCIA, Berenice Rocha Zabbot. Práticas e eventos de leitura como promotores do letramento pela literatura. Educação: Teoria e Crítica, p. e14[2024]. 2024. https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17457/12898. Acesso em: 2025-07-22