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Da sala de dona Benta para a sala de aula: contribuições para pensar a mediação da leitura literária na escola
| Content Provider | Semantic Scholar |
|---|---|
| Author | Travassos, Sónia Andreia Marques |
| Copyright Year | 2016 |
| Abstract | The present article discusses how reading mediations, which are perceptible in Monteiro Lobato’s works, can become leads to think about approaches to literature in school. We analyzed mediation strategies in narratives by Lobato, as well as the mediated reading of one of them, with children in the first grade of primary education in a Brazilian public school. With regard to methodology, we conducted readings of works by Lobato and studies about them, participant observations, and interviews with the teacher of the class. Bakhtin (2011) and Benjamin (1995) founded our conceptions of language and subject, and underpin theoretical-methodological questions in this study. In the field of literary reading, we sought a dialogue with Amarilha (1997), Abramovich (1989), Bajard (2007) and Lajolo (1994). After the analyses, we highlighted a set of mediation practices that seem to contribute to promote children’s contact with literature. |
| File Format | PDF HTM / HTML |
| DOI | 10.18676/cadernoscenpec.v6i1.348 |
| Volume Number | 6 |
| Alternate Webpage(s) | http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/download/348/347 |
| Alternate Webpage(s) | https://doi.org/10.18676/cadernoscenpec.v6i1.348 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
