Leitura Mediada de Literatura Infantil como Cenário Paradigmático no Desenvolvimento de Competência Emocional

  • Enrique Riquelme Universidad Católica de Temuco
  • Felipe Munita Universidad Católica de Temuco
Palavras-chave: Leitura infantil, Leitura mediada, Competência emocional, Cenários paradigmáticos

Resumo

Na leitura, exploram-se cenários específi cos que estabelecem o contexto para a experiência emocional, os quais são chamados cenários paradigmádicos. Neste trabalho, os autores destacam as contribuições da leitura de literatura infantil para o desenvolvimento socioemocional da criança, por meio do processo denominado leitura mediada. Nesse processo, o leitor adulto media a experiência emocional de personagens fi ctícios da narrativa, a história e os processos reais que caracterizam o contexto e a experiência de vida da criança. Conclui-se este estudo teórico com a discussão do alcance do processo de mediação na leitura de literatura infantil como uma ferramenta que contribui para a inclusão escolar e permite a interação de aspectos cognitivos e afetivos na educação formal.

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Biografia do Autor

Enrique Riquelme, Universidad Católica de Temuco

Dr. Enrique Riquelme es docente de la Facultad de educación de la Universidad Católica de Temuco e investigador jóven del Núcleo de estudios Inter-étnicos e interculturales de la Universidad Católica de Temuco.

Felipe Munita, Universidad Católica de Temuco

Bachelor of Arts, with a Masters in Children's Literature and Research in the Teaching of Language and Literature. He has teach at universities Austral de Chile and Catholic University of Temuco. He is currently a research fellow in the group GRETEL and doctoral student at the Universitat Autònoma de Barcelona, with a thesis on the current reading teacher as mediator, under the direction of Dr. Teresa Colomer

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Publicado
2017-08-29
Como Citar
RiquelmeE., & MunitaF. (2017). Leitura Mediada de Literatura Infantil como Cenário Paradigmático no Desenvolvimento de Competência Emocional. Psicologia: Teoria E Pesquisa, 33(1). Recuperado de http://periodicos.unb.br/index.php/revistaptp/article/view/19507
Seção
Artigos Teóricos