The Live Library in Hospitals Project is a strategy adopted by several health institutions for the purpose of providing hospitalized children and adolescents the reading mediation of infant-juvenile stories through professionals and volunteers capable of this function. This study aimed to find out to what extent the reading of stories strategy proposed by this project in hospitals can be a communication resource to use with hospitalized children. In order to do that, empirical data collection was carried out through the use of semi structured interviews with the reader and children above the age of seven years and observation of reading sections. The qualitative data analysis was doing it and it was verified that the reading mediation favors the dialogs and METHODOLOGICAL APPROACHThis is a descriptive and exploratory study, (9) and the answers to its inquiries were sought using the qualitative approach, due to the characteristics of the study object and the proposed objective. With the children, the effort was to find out about what kind of story they prefer, why they enjoy listening to stories, how they feel while listening to them, and what relations they establish between the story (imaginary world) and their life.Permission from the legal guardians of the children, usually parents, regarding their participation in the study was obtained after explaining about the study objective and the technique used for data collection and, upon their agreement, they were asked to sign the free and informed consent form. The same procedure was carried out with the reading mediators.To ensure the anonymity of the children participating in the study, their names were replaced with the letters A to N, followed by their age, and with the letters I (when it concerned the interview) or O (referring to observation). The mediators were identified by numbers from I to IX, also followed by I (for interview) or O (for observation).The empirical material produced from the interviews and the observation sessions was typed and organized in separate files, and an analysis was made of the stages determined by the thematic content analysis technique, i.e. pre-analysis, analysis
ResumoNa Educação Infantil, a autoria não é trabalhada, pois a função-autor não é atribuída aos textos orais, somente aos escritos. Diante disso, objetivamos demonstrar que a autoria se faz presente tanto na produção de textos orais quanto na produção de textos escritos. Fundamentamo-nos na Análise do Discurso (AD) francesa e nas teorias do letramento; os sujeitos da pesquisa são crianças da última etapa da Educação Infantil, de uma Escola Municipal, de Ribeirão Preto (SP), autores dos textos que constituem o corpus deste trabalho. A metodologia sustentase na leitura de literatura infantil, junto aos alunos; posteriormente, houve discussão e análise das marcas linguísticas presentes na interpretação oral e escrita dos textos construídos pelos sujeitos. As análises nos mostraram que, se a interpretação e produção textual dos alunos, oral e escrita, for considerada, as atividades de linguagem tornam-se significativas e possibilitam o desenvolvimento da linguagem e a assunção da autoria. Palavras-chave: discurso, autoria, letramento, escrita. AbstractIn early childhood education, authorship is not studied, because the author function is not assigned to oral texts, only to written ones. In view of this, we aim to demonstrate that authorship is present in oral and written texts. In this study based on French Discourse Analysis (DA) and theories of literacy, the subjects are children in the last stage of early childhood education in a municipal school of Ribeirão Preto (SP), and they are the authors of the texts that constitute the corpus of this work. The methodology uses the reading of children's literature, with students, and, following this, a discussion and analysis of the linguistic signals in the oral and written interpretation of texts constructed by the subjects. The analysis showed us that if the oral and written interpretation and production of the students are considered, the language activities become meaningful and enable the students to develop language and assume authorship.
resUmoIntentamos, a partir dos pressupostos da Análise do Discurso de linha francesa, interpretar enunciados produzidos por sujeitos-internautas em blogs que supomos femininos. O sentido de movimento se faz presente na discussão teórica sobre sujeito e sentido e, na sequência, nas análises nas quais marcamos os modos de se nomear, dizer e definir mulher. Palavras-chave: discurso; mulher; blog. abstractWe attempted, from the theoretical framework of french Discourse Analysis, to interpret statements produced by subjects-internet users in weblogs that we consider as being women's. The movement sense is present at the theoretical discussion on subject and sense and, in the sequence, in the analyses in which we marked the ways of naming, saying and defining woman.
Resumo: Este artigo pretende discutir como as atividades de leitura podem contribuir com a construção dos sentidos dos textos, criticando, de acordo com os pressupostos teóricos da Análise de Discurso de 'linha'francesa', a concepção de leitura única. Entendemos interpretação como a possibilidade de o sujeito compreender que o sentido pode ser outro, mas não qualquer um, pois para nós interpretar é compreender que a ideologia faz parecer naturais determinados sentidos e não outros e,
A obra de Paulo Freire é bastante lembrada a partir de trabalhos centrais no conjunto de suas produções, a exemplo de "Pedagogia do oprimido"; "Professora sim, tia não"; "Pedagogia da esperança" e "Pedagogia da autonomia", além de diversos outros títulos de sua autoria não menos importantes, porém, nem tão exitosos em termos de edições, traduções e publicações em outros países. Ademais, uma espécie de jargão freireano tem como fonte "Pedagogia do oprimido", a exemplo das expressões opressor, oprimido, educação bancária e educação libertadora. Em contraposição a essa fama vinda do início dos anos 1970, o propósito deste artigo é demonstrar que alguns conceitos e termos importantes como democracia, personalidade democrática, organicidade, fase de trânsito e rachadura foram elaborados por Paulo Freire em textos de sua juventude intelectual e que, além disso, foram importantes por contribuírem com as primeiras camadas de conceituação para obras que registraram a estabilização de alguns princípios importantes e constantes de Pedagogia do oprimido. Para tanto, foram tomadas como fonte uma série de artigos assinados por Paulo Freire e publicados no Diário de Pernambuco, em 1957, bem como sua tese doutoral "Educação e atualidade brasileira", de 1959, e "Educação como prática da liberdade", de 1967, com indicação em prefácio de elaboração em 1965.Palavras-chave: Paulo Freire; Democracia; "Educação e atualidade brasileira"; "Educação como prática da liberdade". ABSTRACT: The work of Paulo Freire is well known due to central books among the set of his papers, like "Pedagogy of the oppressed", "Teachers as cultural workers", "Pedagogy of hope" and "Pedagogy of autonomy", as well as several other titles that, despite their importance, are not so successful in terms of editions, translations and publications in other countries. In addition, a kind of Freirean jargon has as its source "Pedagogy of the oppressed", using expressions like oppressor, oppressed, banking model of education and liberating education. In contrast to this fame built in the early 1970s, the purpose of this article is to demonstrate that some important concepts and terms such as democracy, democratic personality, organicity, transit phase and crack were elaborated by Paulo Freire in his early texts, which were important for contributing to the first layers of conceptualization for works that consolidate some important principles of Pedagogy of the oppressed. In this article, thus, we use a series of articles published by Paulo Freire in Diário de Pernambuco in 1957 as well as his Ph.D. thesis entitled "Education and Brazilian actuality" (1959) and "Education as the practice of freedom" (1965-1967).Keywords: Paulo Freire; Democracy; "Education and Brazilian actuality"; "Education as the pratice of freedom".
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