Banca de QUALIFICAÇÃO: MARCOS SUEL DOS SANTOS
Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.STUDENT : MARCOS SUEL DOS SANTOS
DATE: 08/07/2022
TIME: 14:30
LOCAL: Maceió-UFAL-FALE
TITLE:
READING ALOUD AND ITS RELATIONSHIP WITH AFFETIVITY AND READING COMPREHENSION:
A COLLABORATIVE STUDY FOR THE CLASSROOM
KEY WORDS:
Key-words: reading aloud; reading comprehension; affectivity
PAGES: 150
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:
This work deals with a research that has reading aloud as an object of study and its contribution not only to reading comprehension, but also to affectivity – the so-called “pleasure of reading” -, considering the mediation of the Portuguese language teacher in the classroom, in contrast to silent eading, whose practice is more constant in our schools. In the wake of this discussion, we seek to understand the importance of reading aloud as a constant practice in our civilization, since the ancient times, passing through the several periods of History, until reaching the present days, when it is observed, in the current school, the negligence towards reading aloud, always staying on the sidelines of silent reading. Thus, discussing the practice of reading aloud from the perspective of school teaching, focusing on reading comprehension and the dimension of affectivity, is one of the objectives of this work, both from the point of view of the student and of the teacher. In this perspective, it is intended, throughout the research, to answer the following question: to what extent does reading aloud and teacher mediation contribute to student’s reading competence and affectivity in the act of reading? To answer this and other research questions, it is intended, as a general objective, too compare the reading skills of students in the 9th year of Elementary School, through silent reading, without the intervention of the teacher, and reading aloud with teacher mediation. For this, it is also intended to develop actions of a collaborative nature (Ibiapina, 2016) to involve teachers from the school-field of the research, through continuing education actions. As for the research with the students, verbal protocols will be used. The theoretical foundation covers bibliographical studies on the historical aspect of written language and reading practices over time, based on authors such as Bajard (2014); Fisher (2006), Manguel (1997), Cavallo; Chartier (1998) Svembro (1998), Jean (1999), among others. As for reading comprehension, it covers cognitive studies such as Smith (1989), Silveira (2005, 2015). Kintsch; Rawson (2013), Leffa(1996), Oakhill; Cain; Elbro (2017) in addition to Guimarães (2008), Jouve (2002) Mahoney; Almeida (2005), for the study of the affectivity.
BANKING MEMBERS:
Presidente - 111.168.034-53 - MARIA INEZ MATOSO SILVEIRA - UFAL
Interna - 3145736 - DEBORA RAQUEL HETTWER MASSMANN
Externa à Instituição - NIEDJA BALBINO DO EGITO - IFAL