Práticas coletivas de leitura e integração social: propostas para políticas educacionais
| Main Authors: | Ramos, Nayara, Zafalon, Zaira-Regina |
|---|---|
| Format: | Proceeding PeerReviewed Book |
| Bahasa: | pt |
| Terbitan: |
, 2014
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| Subjects: | |
| Online Access: |
http://eprints.rclis.org/44110/1/2014%20-%20Amostra%20de%20Pesquisas%20em%20Educacao-%20Praticas%20coletivas%20de%20leitura%20e%20integra%C3%A7%C3%A3o%20social.pdf http://eprints.rclis.org/44110/ |
Daftar Isi:
- The term “reading” is very broad, and, contrary to what many people think, it is not restricted to written texts. Its main function is to transmit messages with the purpose of establishing communication between people, having, in this process, a transmitter and one or more receivers. The object of reading is much broader than textual reading and involves the reading of symbols, words, figures, signs and even behaviors. For Yunes (2009) the act of reading makes the individual assume a critical stance in the face of a situation, making him able to take the floor and position himself in the face of information. Similarly, Neves (1998) presents reading as a necessary element for the realization of citizenship and criticizes the lack of social commitment to its promotion. Silva (2009, p.84), in turn, states that reading is extremely important in today's society, so much so that he classifies it as a prerequisite for social coexistence and the achievement of citizenship, conceiving it as an “extension of human essence”, since the non-mastery of this practice can lead to the non-appreciation of the individual before society. The knowledge acquired by the individual, through reading, directly contributes to a critical formation. According to Freire (1981, p. 19), reading is fundamental for individuals and is present before any type of literacy, since "reading the world precedes reading the word". In the modality of reading written texts, problems are identified that interfere with the main role of reading, that of understanding the message that makes communication effective. Thus, decoding symbols is not enough for the full exercise of reading, being necessary, in addition to literacy, literacy, which consists of understanding the message in a contextualized and critical way (BEKER; GROSCH, 2008). Reading, then, is given by the particular meaning of the world, because only it allows establishing relationships and awareness of oneself and others. In this way, what can be understood is that reading is present from an early age. age and indicates functions of formation and transformation of individuals in favor of the full exercise of citizenship, that is, to act in the world. Discussing issues involving reading in a country like Brazil, with more than 200 million inhabitants (POPULAÇÃO..., 2014), is a great challenge and can show lack of access to information and encouragement of reading as barriers to be overcome. overcome. For this, it is essential to know educational policies and actions that encourage the formation of critical readers. The survey “Portraits of Reading in Brazil”, dated 2011, indicates that the biggest reading encouragers are, respectively, the teacher, parents, relatives, friends, religious leader, co-workers and partner (LEITE , 2012). Another interesting data from this survey is that 17% of respondents said they had no influence to become readers. Such results show some difficulty in identifying those who encourage reading in the school environment, which, in a way, indicates that there are many reader-forming agents with a fundamental role in this process in the school environment.