Estratégias de leitura para compreensão de fábulas e de contos no 6º ano do ensino fundamental

Abstract

Based on the observation and reading activities taught in classroom in the 6th year of elementary school at the Nazaré de Andrade Duarte Municipal School, in the city of Goianinha/RN, and based on the diagnosis made in class, it was verified the need of working reading comprehension strategies that favor the reader formation. The "starting point" and "arrival" was the reading of fables and tales, with a focus on reading comprehension. This research intends to answer the following questions: When teaching students how to read, do we often encourage them to retrieve textual clues that allow the construction of an interactive course? How can we contribute, through reading strategies, to the construction of meanings and to the reading comprehension of the students? This research general objective is to develop reading strategies that contribute to the development of students' reading comprehension. Specific objectives are: a) to describe how the reading conceptions support the reading comprehension strategies of the students; b) to systematize the reading strategies for the construction of the text meaning, with narrative predominance, such as fables and tales, starting from a simpler context of comprehension for the understanding of the more complex; c) to improve the reading abilities in the diverse texts in which the narrative elements predominate; and d) propose a theoretical-methodological intervention that involves the reading comprehension strategies of the implicit and explicit elements of fables and tales. It was adopted a pedagogical intervention that can favor the formation of the critical and autonomous reader. For that, we use as methodological procedures the teaching of reading comprehension strategies proposed by Solé (1998); reading workshops, according to the didactics of pedagogical projects of Lopes-Rossi (2011); and the narrative sequence of Adam (2008) with some adaptations for the purpose of developing reading strategies. The corpus of this research consists of twentyseven texts, between eighty-five produced by the students. For analysis, we selected three texts produced in the two reading moments (fable and tales) and production, denominated, reading analysis of diagnostic production (ALPD) with final production - the creation or rewriting of fables or tales for publishing. We also have as theoretical contribution on reading conceptions and reading comprehension strategies the studies of Soares (2000, 2001, 2010), Martins (1994), Kleiman (1999, 2011, 2013), Freire (2011), Geraldi (1997, 2003, 2010) and Marcuschi (2008). The productions' results show that the intervention work allows significant improvements in the student's reading performance and that it is possible to develop the reading comprehension when the comprehension strategies are worked in a coordinated way.