Please use this identifier to cite or link to this item: http://repositorio.ufla.br/jspui/handle/1/46085
Title: A compreensão leitora de crianças de 4 e 5 anos em atividades de leitura literária e contação de histórias
Other Titles: Understanding reading of children 4 and 5 years in literary reading activities and storytelling
Authors: Goulart, Ilsa do Carmo Vieira
Lobo, Dalva de Souza
Oliveira, Rosemary Lapa de
Keywords: Crianças - Compreensão leitora
Leitura literária
Contação de histórias
Mediação pedagógica
Children - Reading comprehension
Literary reading
Storytelling
Pedagogical mediation
Issue Date: 29-Jan-2021
Publisher: Universidade Federal de Lavras
Citation: BOTELHO, M. C. A compreensão leitora de crianças de 4 e 5 anos em atividades de leitura literária e contação de histórias. 2020. 101 p. Dissertação (Mestrado em Educação) – Universidade Federal de Lavras, Lavras, 2021.
Abstract: The need to reflect and understand how reading and storytelling activities occur in school is prominent when considering reading as a social skill and a form of acquiring knowledge. Therefore, this study aims to identify the reading comprehension of children aged four and five years based on literary reading and storytelling activities while developing and applying these skills. The study also analyzed the children's speeches, highlighting reading comprehension. This qualitative research is conducted through a research–action, employing literary reading and storytelling activities with children aged four and five years. The activities took place in two reading situations: (i) when the teacher told stories to the students and (ii) when the teacher read the narratives of children's literature books. The activities were employed at two different times throughout the 2019 academic year. The moments were recorded in a field journal through the description and photographic images. We conducted conversations with the children, asked questions directed to the story's plot, and analyzed the impressions regarding the narratives' context after each reading activity. Thus, the investigative action was grounded on the following question: to what extent is it possible to identify the reading comprehension of children aged four and five years in literary reading and storytelling? The transcripts of the children's responses were based on the studies conducted by Freire (1989) and Cosson (2016), on reading and literary reading, Sisto (2007), regarding storytelling, and Vygotsky (2018), on conception and language, among other authors who discuss the theme. In conclusion, we highlight that reading comprehension is correlated to situations that integrate literary reading and pedagogical mediation. The product of this work was the literary reading and storytelling activities applied during the research.
URI: http://repositorio.ufla.br/jspui/handle/1/46085
Appears in Collections:Educação - Mestrado Profissional (Dissertações)



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