Leitura dos gêneros do discurso em três escolas públicas de Cuiabá - MT

• Autor(a) principal: Barcelos, Cinara Almeida
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/839
• topic: Prática pedagógica; Leitura; Gêneros do discurso; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Pedagogical practice; Reading; Speech genres

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.