A legitimação da prática de leitura na escola: uma proposta pedagógica para o Ensino Fundamental II

• Autor(a) principal: Neves, Marília de Souza
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/976
• topic: Leitura; Ensino fundamental II; Proposta de trabalho interdisciplinar; Linguística textual; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

Some teachers of the Portuguese language, especially those who work with the second level of elementary education in Brazil (Ensino Fundamental II), encounter a challenging situation – many students have not had any opportunity to develop reading habits, and therefore they think of reading as an imposed task which is not enjoyable and which should be accomplished as though it was a protocol. For a lot of those students, the act of reading does not have a purpose in itself. As a result, they cannot establish an author-reader relationship, and consequently do not read proficiently. Such students could be considered “skimmers”, for they are able to skim a text without being actual reading subjects. This finding can be explained by numerous factors – from the physical and psychological changes the teenager in this level of education undergoes, to the teacher’s attitude towards reading strategies at school. Considering this scenario, we are faced with five problems: how to determine the real meaning of reading in the educational institution; how the construction of the reading subject is processed; what strategies should be used in order to bring a new meaning to reading practices in classroom, and finally, why students who start Ensino Fundamental II are prone to lose interest in reading and start seeing it as a mere way of decoding characters, syllables and words. Having it stated, this paper should present a Proposal of Interdisciplinary Work for Reading at Ensino Fundamental II. In terms of theory, the proposed approach is supported in its entirety by the ideas of reading by Koch (2011, 2014); Koch and Elias (2012), Kleiman (2001), Solé (1998), Marcuschi (2008), Lerner (2002), and Foucambert (1994), and reaffirmed by the Brazilian Curriculum Parameters (1998; 2001), which refer to the legitimization of such practices at school. In empirical terms, we have enumerated all the necessary procedures to apply the proposed approach in an interdisciplinary teamwork at school. The aim of this proposal is to help the school staff when it comes to offering students a pleasant interactive reading experience, by means of an adequate pedagogy, so they can learn to enjoy reading in different contexts according to each purpose, and acquire the reading competency which will ultimately enable the construction of different meanings from every kind of text they see. In conclusion, we believe that such students will have the opportunity to take interest in the text as a whole, instead of thinking of it as a mere arrangement of characters and words. This will help them establish a dialogic relation with different textual genres they may come across. Keywords: reading; ensino fundamental II; proposal of interdisciplinary work; textual linguistics.