masterThesis
Encontro com leitores: uma proposta de intervenção para o ensino fundamental
Fecha
2017-07-31Registro en:
MELO, Maria Aparecida Tiago de. Encontro com leitores: uma proposta de intervenção para o ensino fundamental. 2017. 75f. Dissertação (Mestrado Profissional em Letras) - Centro de Ensino Superior do Seridó, Universidade Federal do Rio Grande do Norte, Natal, 2017.
Autor
Melo, Maria Aparecida Tiago de
Resumen
The phrase “I don't like to read” said by the students, at the same time that it is distressing, is
also challenging for the teacher, especially that of the Portuguese language, given that it is
constantly hit by demands to provide children and adolescents a stimulating interaction with
reading that makes it possible to expand the reading of the world and the reading of the word.
This lack of interest is often due to the fact that they do not know how to read in their entirety,
performing only a superficial reading in which they decode the letters present in the text, but
do not interpret it, do not see what is implied between the lines. This attitude is generated,
among several reasons, by the fact that many students do not have systematic contact with
quality reading and with adult readers who encourage them. The school, then, becomes the only
vehicle of interaction of these students with texts, and it is up to it to offer the opportunity for
the development of reading activities, in which the diversity of texts is contemplated, as well
as the preparation of proficient readers and teaching practices. effective reading that contribute
to the formation of competent readers. A competent reader is also understood as one who, on
his own initiative, selects, according to his needs and interests, what to read among the various
types of texts that circulate socially. Starting from this challenge caused by this disliking to
read, which generates the difficulty presented by students in performing proficient reading and
thus reaching critical-reflexive reading, we propose, in this work, to reflect on the teaching of
reading and present a proposal for pedagogical intervention. based on the reading and
interpretation of literary tales, performing the dynamic presentation of these tales as a strategy
for the development of reading and understanding skills. In this perspective, we developed an
action research, whose general objective was to investigate the development of reading
competence based on activities in which the 9th year students of a public school demonstrate
their understanding of reading literary tales so that they can read proficiently, interpret and
dialogue with read texts. We base our investigation on the theoretical contributions of Kleiman
(2002), Solé (1998), Schneuwly; Dolz (2004), Cosson (2009), Terra (2012) Koch; Elias (2015),
Bakhtin (2006, 2011), Marcuschi (2002), Geraldi (1984), among others, in addition to the
guidelines contained in the current educational proposal expressed in the National Curriculum
Parameters. The results of the investigation revealed that the strategies used by the students
contributed to the significant learning of reading and comprehension of read texts, since they
started to demonstrate proficiency in the proposed activities, pointing out that the didactic
experience promoted by the intervention provided the opportunity for the formation of
proficient readers.