| dc.description.abstract | This research aims to understand and analyze the pedagogical practice of reading
from the speech genres of three teachers in three public schools in Cuiabá-MT. In
this perspective were outlined specific objectives: Identify which design reflects the
practices of reading teachers. Observe the strategies methodologies before the
events of reading in the classroom. Analyze the pedagogical action through the
notion of literacy and genres of discourse, as it is presented in the classroom meet
the needs of students. This investigative work led to the study by Bakhtin (1992,
1999, 2003, 2006), Brito (1999, 2001, 2003), Bajar (1994), Gerald (1999, 2003), and
Zilbermam Lajolo (2003), Mizukami (1986), Marcuschi (2001, 2009), Orlandi (1993),
Oliveira (2005), Scheneuwly (2004), Solé (1998), Smith (2009), Kato (1999), Kleiman
(1995, 2001) and other authors who deal of the teaching / learning reading and
designing speech genres. The historical trajectory of the schools and in teaching
guidelines scored Pedagogical Political Project in the schools served as north to the
selection of loci surveyed. Since the qualitative approach the theoretical support for
analysis of data collected. The trajectory investigative featured three times: first,
there was a semi-structured questionnaire with teachers in order to gather
information that would enable to know the teachers research subjects were carried
out observations of classes in 9th grade during the second half of 2010 in each class.
The story of the day to day school has become the field diary. Of course, throughout
the phase of all comments received attention because who’s in the classroom is
difficult know, whether the few available teaching resources, excessive numbers of
students per class and lack of minimum conditions to ensure an appropriate
pedagogical practices to educational proposals currently in force. Following the
course of collection elements was performed investigative audio interview with the
teachers. Thus, through the data set analyzed the light of the authors previously
announced it is certain that the teachers lack understanding of the pedagogical
practice of reading, whose support is the speech genres. In fact, the pedagogical
practice of reading about the event in class is contained in the object of knowledge of
teachers, for teachers’ narratives revealed that the training course as a second
reader was the traditional teaching of the Portuguese language, given that moments
of reading a design social interaction were not so present in the classroom as they
should. That’s because the pedagogical practice of reading, rarely provided an
opportunity for students’ comments or interpretations that stimulate sensitivity, critical
thinking and argumentative capacity. Thus, in the sense of not talking the same talk,
question and answer, argument and counter argument with the text reading events
were restricted to understand the text, according to the selection of some activities
proposed by the textbook. Were revealed also that the teachers opportunity reflect on
the process of training students for readers/writers literate. | |
