Ler ou não ler: eis a questão :a leitura dramática como instrumento pedagógico para o letramento de crianças do ensino fundamental I
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2011
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Este trabalho teve como objetivo identificar se a leitura dramática é um instrumento pedagógico para o letramento de crianças do Ensino Fundamental I. A metodologia deste estudo investigativo foi levantada sobre os pilares da pesquisa-ação. Os sujeitos da pesquisa estão numa turma do 4º ano de uma escola da rede privada da cidade de João Pessoa – Paraíba, Brasil. São 11 meninos e 11 meninas entre 9 e 10 anos de idade, no qual o marco teórico foi sistematizado de forma a atender os questionamentos pertinentes à pesquisa e composto de estudiosos e pesquisadores nas áreas da pedagogia e do teatro. O questionário, o diário de pesquisa e as entrevistas foram os instrumentos utilizados para a coleta e análise dos dados recolhidos. A partir da análise dos resultados verificou-se que a leitura dramática é um instrumento pedagógico que contribui para o letramento.
This work was developed to identify whether the dramatic reading is a pedagogical tool for literacy of children from elementary school, 1st level. The methodology of this investigative study was raised on the pillars of action-research. The subjects of the search belong to a 4th grade classroom of an elementary private school in the city of João Pessoa – Paraíba, Brazil. They are 11 boys and 11 girls from 9 to10 years old, in which the theoretical mark was systematized in order to meet the relevant questions to the research and was composed of scholars and researchers in the areas of pedagogy and theatre. The questionnaire, the journal of research and the interviews were the instruments used for the compilation and analysis of data collected. From the analysis of the results it was verified that dramatic reading is a pedagogical tool that contributes to literacy.
This work was developed to identify whether the dramatic reading is a pedagogical tool for literacy of children from elementary school, 1st level. The methodology of this investigative study was raised on the pillars of action-research. The subjects of the search belong to a 4th grade classroom of an elementary private school in the city of João Pessoa – Paraíba, Brazil. They are 11 boys and 11 girls from 9 to10 years old, in which the theoretical mark was systematized in order to meet the relevant questions to the research and was composed of scholars and researchers in the areas of pedagogy and theatre. The questionnaire, the journal of research and the interviews were the instruments used for the compilation and analysis of data collected. From the analysis of the results it was verified that dramatic reading is a pedagogical tool that contributes to literacy.
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Orientação: Paula Alves Barbosa Coelho ; co-orientação: José Bernardino Pereira Duarte
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LEITURA, ENSINO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO DA FILOSOFIA, INVESTIGAÇÃO-AÇÃO, LITERACIA, ENSINO BÁSICO, READING, TEACHING, EDUCATION, PHILOSOPHY TEACHING, ACTION RESEARCH, LITERACY, PRIMARY EDUCATION