A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

Entre salinas e maledicências: uma leitura do romance Macau e sua aplicabilidade ao ensino de literatura

The objective of this research is to present a reading of the novel Macau (1934), authoring of Aurélio Pinheiro, situated in the context of Brazilian literature produced in the 30s of the last century and analyze the settings of language that reveal individual and social conflicts related to tensions arising of the modernization of a city in the interior of Rio Grande do Norte, in view of the applicability of this knowledge in the educational context. The discussions on the teaching of literature led to an internship experience in the higher education, with the guiding literary reading of the novel Macau. In this sense, this research, bibliographic, analytical and empirical, is in discussions between literature and education that allow us, in addition to a critical reading about Macau romance, a look both in basic education and in teacher training, which justifies linking this thesis in the research line “Reading of the literary text and teaching”. The objectives were met from literary readings of the text, brief study of the author, analysis of the tensions expressed by language, literature defense as a universal right, panoramic review of research on the teaching of literature, reading official documents governing the Brazilian education, discussion of teacher training, training in higher education with application of a didactic sequence, receipt of that novel by teachers in training directed to the applicability in basic education. For this, the research was the theoretical framework primarily the studies of Antonio Candido (1976; 1995), Luís Bueno (2006), Walter Benjamin (1985), Mikhail Bakhtin (2010), Hans Robert Jauss (1994), Theodor Adorno (2006), Antoine Compagnon (2009), and Rildo Cosson (2009).

Do cientista ao ativista: os problemas da ciência do texto e uma solução revolucionaria na obra de Terry Eagleton

The literary critic Terry Eagleton obtained notoriety in academic circles when he was recognized intellectually for his bestselling book Literary Theory: An Introduction. In this book, the English author boldly proposes the end of literature and literary criticism. However, Eagleton proposed years before, in his book Criticism and Ideology (1976), a scientific system of analysis of literary texts, which seemed less radical, both in theory and in method, than in his later theoretical proposal. Based on this, the objective of this dissertation is to present the English literary critic´s initial method, explaining the reasons that led him to abandon his initial project - of develop a method of analysis of the literary text on a Marxist scientific perspective - and to propose, in the following years, in his most famous book and others, a revolutionary vision that would go beyond textual analysis and make literary texts have a practical intervention in society. Finally, we explain what would be his idea of revolutionary criticism

Saberes sobre a literatura: um estudo com professores de 1º ao 5º ano do Ensino Fundamental

El estudio investiga los saberes literários del profesores del Enseño Fundamental de las series iniciales sobre la literatura. Cuando se piensa en la influencia del profesor como aquel que tiene papel decisivo en la enseñanza de la lectura y reconocimiento de la función y formación del mediador profesional, buscamos compreender que conocimiento tiene sobre la literatura. Optamos por los profesores que trabajan en los años iniciales del Enseño Fundamental basadas en el entendimiento de la educación básica, es de suma importância en la formación del lector literário. El estudio se caracteriza por ser un enfoque cualitativo. Adoptamos como procedimientos metodológicos, la entrevista semiestructurada, elaborada com preguntas abiertas que se centran en eventos de lectura de las practicas em família, en la escuela, en la educación superiory en el ejercicio de enseãnza grabadas en audio, además de elevar um diário de campo. La investigación lleva a cabo en cuatro escuelas de la ciudad de Natal – Rn, con dicinueve profesores que trabajan con alumnos de 1º a 5º año del Enseñanza Fundamental. El corpus de la entrevista constituye el análisis de los profesores y es analizado tomando como referencia los princípios de análisis de contenido, especificado por Laurence Bardin (1997). Se tomó como referencial sobre la lectura, la literatura y práctica pedagógica los estudios teóricos de Amarilha (1991, 1992, 1994, 1997, 2003, 2006, 2007, 2009, 2010, 2013); Cosson (2011); Lajolo (2006); Larrossa (1996, 2003); Morin (2010); Yunes (2003, 2010). Sobre la teoría literaria, Candido (2002, 2012); Zilberman (1993); Culler (1999). Acerca de la estética recepción, Eco (1994); Iser (1996); Jauss (2002). Sobre los saberes docentes, Nóvoa (1992, 1997, 2002); Perrenoud (1999, 2002), Tardif (1991, 2000, 2002, 2005). Sobre los saberes literários, Paulino (2004, 2007), dentre outros. El análisis señala que los profesores dominan vários conocimientos sobre la literatura que son transportados a la formación a través del diálogo con otras lecturas, con otros espacios interactivos, en convivência con otros lectores. Cabe destacar el saber que la literatura es humanizar el fator, por lo tanto, la necesidad de escolarizá que a través de las prácticas literárias que involucran estudiantes, professores y comunidad escola. El studio también revela que en la escuela recital literário es necesario para la enseñanza de valores, para enseñar a leer, para inculcar el amor por la lectura. En este contexto, destacamos la importancia de la mediación del profesor como formador de lectores que domina los conocimientos necesarios para satisfacer las necesidades de los estudiantes, desarrollando los letctores conocimientos para fomentar el gusto por el texto literário

Literatura e educação: um caso/uma casa de inclusão

O estudo investiga as contribuições da literatura para a inclusão social na escola, explorando o potencial inclusivo do texto literário. Sua relevância consiste em fornecer ao professor subsídios para ampliar suas competências no ensino de literatura a partir do (re)conhecimento da função inclusiva do texto literário e da construção de uma comunidade de leitores que atenda à diversidade de interesses, necessidades e sentimentos dos aprendizes. Entende-se que a literatura é inclusiva em sua natureza pois, inclui o leitor no texto e permite práticas socializadoras de leitura. O estudo alinha-se à vertente qualitativa caracterizando-se como pesquisa-ação participante. Adotaram-se como procedimentos metodológicos a observação participante e a intervenção pedagógica. O estudo realizou-se em uma turma de 4º ano do ensino fundamental com 43 alunos, de faixa etária entre 8 e 13 anos, matriculados na Casa do Menor Trabalhador CMT, escola pública do município de Natal-RN (Brasil). Os instrumentos utilizados foram: gravação em áudio; diário de campo; entrevistas. Na intervenção pedagógica, realizaram-se 20 aulas de leitura de literatura de contos, fábulas, poemas e adivinhas com diferentes estratégias didáticas. As sessões de leitura foram desenvolvidas conforme os moldes da andaimagem (scaffolding) descritos por Graves e Graves (1995). Tomou-se como referencial teórico os estudos de Aiscow, Porter e Wang (1997), Amarilha (1997; 2006), Aquino (1998), Eco (2003), Caldin (2004; 2003), Cazden (1991), Chartier (1994), Culler (1999), Iser (1996), Manguel (1997), Paulino (2001), Perrenoud (2001), Petit (2008), Sartre (2006), Stainback e Stainback (1999), Stierle (1979) e Zilberman (2005). A análise aponta a relevância do diálogo entre literatura e inclusão social para democratizar a leitura literária e tornar o ambiente escolar mais inclusivo. Confirma a natureza inclusiva do texto literário, no modo como promove a entrada cooperativa do leitor no texto literário em prática socializadora de aprendizado, de compartilhamento de sentimentos, sensações, subjetividades e de acolhimento das diferenças. O estudo revela e consolida a leitura de literatura como uma atividade intelectual significativa, prazerosa e democrática, na qual o leitor, ao colaborar com a construção de sentidos e ao estabelecer relações interativas, passa por transformações que favorecem a inclusão. Ressalta-se a importância do mediador de leitura na seleção de estratégias que viabilizem a democratização da literatura e pela literatura, no pequeno universo da sala de aula, que atendam às necessidades dos educandos, desenvolvendo habilidades leitoras, incentivando o gosto pelo texto literário que educa e convida à inclusão

A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil

This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment

O significado dos símbolos e dos signos de noites do sertão

Les symboles et les signes de Noites do Sertão, de João Guimarães Rosa, contient l étude d une édition de cette ouvrage, publié par Livraria José Olímpio Editora, en 1975. Un éditeur arrêtée. Notre priorité c est montrer au lecteur les dégradations résultants d altérations ou d omissions qu on vérifie dans les publications postérieurs; d une manière spécifique, les éditions mais récents. Dans le primiere chapitre, notre recherche privilégie l analyse et l explication de las inscirtions qui sons enregistré dans la partie exterior, ou dans la couverture de ce livre. Le deuxième chapitre traite des réflexions sur ce qui se réfère au revers de la couverture, dans le côté gauche: les énigmes dont l auteur utilise avec l intention de bien idiquer au lecteur orientations pour envisager les aspects des narratives. Combien, nous méditerons ici sur la signification des épigraphes de cette ouvrage; sur les noms des personnages les plus importants et sur la connexion de ce livre avec autres textes littéraires. Dans le troisième chapitre nous explicitons la rélation de contiguïté avec cette ouvrage et le platonisme. O Chapitre quatre s occupe d étudier toutes cettes symboles vérifier ici sur la pérspective de la vision Junguienne (C.G.Jung); et dans le cinq, analysons les relations possibles de cette ouvrage avec autres livres du même écriteur. Finalement, nous présentons un vocabulaire qui est très importants pour la compréhention des mots mais compliqué dans ce texte écrit pour João Guimarães Rosa

O Barroco Hispano-americano: primero sueño ou Sor Juana Inés de La Cuz

The current dissertation is linked to the research line Poéticas da modernidade e da pós-modernidade (modern and post modern poetics), which is being developed for the Programa de Pós-graduação em Estudos da Linguagem (Program of post graduation in language studies), in the area of Literatura Comparada (comparative literature) CCHLA/UFRN. The main aim of the research is to show the reading of Primero sueño by sor Juana Inés de la Cruz, in the middle of the contemporary age, through an eclectic analysis which elucidates the baroque in its most recent concept; the social context and the life as a nun of sor Juana and the analysis of the poetry starting from the glance to the literary text. The perception of the baroque eon universal as a constant artistic movement from its appearance to the present time thus highlighted based on the most modern studies by the baroque specialists: Eugênio d Ors, O barroco (s/d), Severo Sarduy, Barroco (s/d) and Gilles Deleuze, A dobra: Leibniz e o barroco (1991). In that research, it will be presented the translation/transcreation of the study object corpus still guided by the translatological theories of Haroldo de Campos (2004), Da tradução como criação e como crítica, Walter Benjamin (1971), A tarefa do tradutor and Jacques Derrida (2006), Torres de Babel

O Arbusto dos Anjos

A presente dissertação de mestrado, intitulada O ARBUSTO DOS ANJOS, apresentada ao Programa de Pós-graduação em Estudos da Linguagem, do CCHLA/UFRN, para obtenção do título de Mestra em Estudos da Linguagem, objetiva realizar uma leitura da obra anjosiana Eu (1912), de modo a identificar, no teor dialético de seus versos, uma atitude crítica do poeta frente à realidade instituída, assumindo, para tanto, dimensões utópicas que o fazem vislumbrar outras possibilidades de existência. Como fundamentação teórica, apóia-se em Nietzsche, em cujos textos de A Vontade de Poder (1884-1888) toma de empréstimo uma concepção de niilismo díspar do fatalismo e da resignação, porque voltada para uma negação das verdades instituídas; também baseia-se no pensamento de Benjamin, em suas Teses sobre o conceito de história (1940), de onde é possível enxergar, no desvio revolucionário pelo passado, uma oportunidade de construir um futuro diferente do agora. O estudo analisa alguns poemas de Augusto dos Anjos, tomando-os como realidade criadora que mantém pontos de contato com a realidade imediata do poeta. Apoiando-se no método de análise de Antonio Candido (2004), esta dissertação privilegia o estudo de cinco sonetos constituintes do Eu, a saber: O Lázaro da Pátria , Ricordanza della mia Gioventú , A Árvore da Serra , Debaixo do Tamarindo e Vozes da Morte . Identifica na sua abordagem lírica rasgadora de normas e aglutinadora de sonhos, o fundamento paradoxal que sustenta o niilismo utópico de Augusto dos Anjos, no qual protagoniza a voz dos oprimidos, digna de ser recordada no espaço sempre emblemático do texto literário

Linguagem, cognição e mundo: o livro do desassossego e a construção discursiva da realidade

This study analyzes the processes of meaning construction in the Livro do Desassossego, by semi-heteronym Bernardo Soares - Fernando Pessoa. We use theoretical grounds from an interface between Cognitive Linguistics and Textual Linguistics to observe how certain linguistic mechanisms build a reality that tells us of a time, a being and his conceptions of language and writing. We focus on description and explanation of procedures of categorization and referentiation accomplished, for example, through metaphor and metonymy. For the construction of the intended theoretical interface, we use analytical categories proposed and developed by the Socio-cognitive Approach of Language, Conceptual Metaphor Theory and Mental Space Theory. Armed with this theoretical background, we observed the dynamics of language in relation to its social, cultural and historical features, as well as the cognitive aspects that underlie it. We seek, therefore, encourage discussions about the functioning of language considering primarily the creative processes that allow us to organize and shape our experiences. We also try to provide an approximation of Linguistics, Literature and Philosophy, with a view to relations between language structure, cognitive activity and socio-cultural organization. From the results obtained, we found that a literary text attests, with a particular property, the mutual relations between language, cognition and culture, as indicates cognitive approach to language studies

A performance do suicídio em Ariel, de Sylvia Plath

This dissertation aims at investigating the book Ariel (1965), written by Sylvia Plath, as a kind of performative and ritual poetry that fragments and reconstructs the personal experience, manipulating the memory of the autobiographical body as a way to rehearse and restore subjectivity. We propose that, in Ariel, the hyperbolic, transcendent and parodic transfiguration of real episodes, used as literary substance, corrupts and subverts the specular idea of a confessional truth usually related to the writer s work. Our objective is to examine signs of confluence between Sylvia Plath s poetry and performance art, departing from de idea that the spectacularization of the self, the exhibition of private rituals, the theatricalization of autobiographical circumstances and the undressing of one s craziness and vulnerability are mutual procedures to the poet and the perfomer. Simultaneously unfolding between the inside and the outside of the poem, Sylvia Plath s real suicide and the death and rebirth rituals performed in the literary text appear as symbolic elements that might reveal the performer s liminal space, where reality and representation coexist, and where the performative testimony does not frame only the real subject s body but also his/her infinite possibilities of being restored through art.

Cartografias mito-poéticas do imaginário nelidiano: das visões do mundo arcaico ao contemporâneo no romance fundador

Esta tesis trata de cómo se desarrolla en la obra de la escritora contemporánea Nélida Piñon una especie de pensamiento cartográfico, presente desde su primer romance Guia-mapa de Gabriel Arcanjo, publicado en 1961. Para que se interprete el universo literario nelidiano, formulamos nuestro trabajo estableciendo un confronto con el texto del mito iluminado por las reflexiones de Eliade (2007; 2007b; 2008) y Meletínski (2002); con el discurso filosófico pos-estructuralista, representado principalmente por las contribuciones de Deleuze y Guattari (1995; 1996; 1997) a respecto de una geografía del nomadismo; y de Foucault (1996; 2006) sobre el orden del discurso, o nacimiento de la literatura y el ser del lenguaje. Examinadas por la lectura crítica y comparativista de esta investigación, las cartografías mito-póeticas de Piñon son presentadas al lector asociándose a una geografía de los sentimientos y al que Maffesoli (2001) denomina deseo de errância y de perdición, particularmente en las obras Tebas do Meu Coração, A República dos Sonhos, O Presumível Coração da América e Fundador. Esa última novela, publicada en 1969, por lo tanto anterior a los otros textos mencionados, servirá como corpus principal de nuestro análisis, que objetiva demostrar como la narrativa de Piñon se conecta a un linaje literario estructurado a partir de las acciones de un determinado tipo de personaje conocido como inaugurador de ciudades o héroe civilizador o cultural. En la reedición de ese arquetipo de personaje, la autora instaura el elemento de la seducción, en un juego que se establece entre los sujetos masculino y femenino y que pone de manifiesto cuestiones relacionadas al erotismo, a la transgresión y al sagrado, abordadas en nuestro discurso por las consideraciones de Baudrillard (2008) y Bataille (1987). Para que se explicite la constitución de esos puntos, realizaremos un viaje de las visiones del mundo arcaico al contemporáneo por las páginas de Fundador, apuntando de qué manera la escritora brasileña retoma las imágenes del mito cosmogónico, del mito del eterno retorno y del paraíso terreal, que se inscriben como fundamento do su texto literario

Referências culturais e heterogeneidade discursiva :Uma proposta para o ensino-aprendizagem de língua inglesa

The purpose of this research is to approach the English literary text from the point of view of the culture and the heterogeneity of discourse in its role as a source of elements that facilitate the teaching/learning process of English as a foreign language. Several instances of discourse heterogeneity are analyzed through cultural references in the original texts of the following English novels: Jane Eyre, by Charlotte Brontë (1816-1855), published in 1847; The Mill on the Floss, by George Eliot (1819-1890), published in 1860 and Great Expectations, by Charles Dickens (1812-1870), published between 1860 and 1861. Theoretical support was sought in Kramsch, Bakhtin, Maingueneau, Authier-Revuz, Widdowson and Larsen-Freeman. Activities in English are proposed in the end whereby it can be seen that the questions at issue can be used extensively in the classroom.

Intercompreensão de línguas românicas: uma proposta para a leitura literária plurilíngue no ensino fundamental

The developed research aimed to investigate how students behave on elementary school in a plurilingual context, based on Intercomprehension of Romanic Languages with literary texts in the classroom. The theoretical framework prioritizes authors who consider reading literary text as an essential tool to the formation of reading and writing skills for students, such as: Amarilha (1997; 2003; 2007), Resende (1993), Kleiman, (1999), Villardi (1997), Aguiar (1991), Perrone-Moisés (2000), Lajolo (1993), Zilberman (1991), Cosson (2006), Andrade, Melo-Pfeifer, Santos, (2009), Sá; De Carlo; Antoine (2011), Alas Martins (2014), Doyé (2005), Souza, (2013), and others, according to the intercomprehension approach and plurilingualism. We use questionnaires as a methodological resources for this research, and we applied some activities that was developed based on intercomprehension from literary texts which represent three types of Romanic languages (Spanish, French and Italian), in addition to the participant observation in classes with students of the 8th grade from an elementary public school in the city of Natal (RN). The students could read and (inter) understand some texts of classic literature in those Latin languages and also in Portuguese, whose titles include “D. Quixote de la mancha” by Miguel de Cervantes; “O pequeno príncipe” by Antoine de Saint-Exupéry; and “Pinóquio” by Carlo Collodi. The data analysis shows that students understood the lessons with plurilingual texts as something which goes beyond the structure of language teaching, awakening themselves to the knowledge of new languages and cultures, and linguistic diversity as motivation at the time of understanding and literature as transforming element to Citizen formation of students.

Tenho um problema: não gosto de ler! A formação do leitor literário construção compartilhada do prazer de ler

Esta tesis de maestría es el resultado de una investigación de carácter cualitativo y etnometodológico, realizada entre agosto de 2003 y junio de 2004, en una escuela primaria estatal, ubicada en Natal RN (Brasil). Su objetivo fue investigar la recepción de la lectura de literatura por parte de una maestra a la que, según reveló, no le gustaba leer y no se consideraba lectora de literatura. Se buscó investigar la mediación que le posibilitara llegar a ser lectora, comprender cuáles son los aspectos que influyen en la relación entre el lector en formación y la lectura de literatura, y verificar cómo repercute ese proceso de formación en la práctica docente de la maestra estudiada. Los procedimientos de investigación fueron aplicados con flexibilidad, tomando en cuenta el proceso de formación lectora de la docente. Los principales instrumentos utilizados fueron dos entrevistas semi-estructuradas, realizadas con la maestra, y notas de campo, que adquirieron el formato de un diario de investigación. En la primera etapa, fueron realizadas treinta sesiones de lectura, para posibilitar el acercamiento de la maestra a diferentes textos literarios. En la segunda etapa, fueron realizados tres encuentros de planificación con la maestra y cinco clases de lectura con sus alumnos. El análisis focaliza la recepción de la lectura literaria por parte de la maestra, abordando diferentes aspectos: su historia en relación con la lectura; la identificación, el contrato ficcional y la relación texto-vida; las previsiones y sus verificaciones; la mediación y el andamiaje brindados para introducir a la maestra en la cultura de la lectura. Se focaliza también la relación entre sus roles de lectora y de mediadora de lectores. Los fundamentos teóricos se basan, principalmente, en Coulon (1995a, 1995b), Vigotsky (1989, 1991, 2003), Graves y Graves (1995), Smith (1991), Jauss (2002), Iser (1996, 1999) y Amarilha (1996, 2001). Como resultados de este trabajo, se destacan el interés de la maestra, la manera en que ella se involucró con las historias leídas mediante procesos de identificación con algunos personajes y la relación que estableció entre los textos y su historia; esos procesos indican avances significativos en su vínculo con la lectura de literatura. La mediación ocupó un papel central en la consecución de aquellos avances. Vale destacar que la relación texto-vida fue establecida por la maestra con cierta ingenuidad, lo que le impidió vivenciar lo ficcional como una actividad lúdica. Se considera necesario un contacto más intenso y regular con textos de ficción, para que la docente pueda distanciarse de su vida cotidiana y adquirir la autonomía y la conciencia transformadora que le permitirán ir y volver de la realidad a la ficción, enriqueciéndose, sin confundirlas. Ese contacto no depende sólo de una actitud individual y personal de la maestra, sino del contexto institucional y social en el cual está inmersa. En ese sentido, la segunda etapa del trabajo de campo demostró que el pasaje de la formación lectora inicial a una acción pedagógica adecuada es complejo; los procesos no son lineales y, todavía, queda un largo camino por recorrer