Estudo sobre as práticas de leitura e interpretação de textos sob o olhar sociointeracionista no Instituto Federal de Mato Grosso Do Sul - Campus Naviraí-MS no ano de 2017

• Autor(a) principal: Santos, Jozil dos
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Comum do Brasil - Deposita
• Texto Completo: https://deposita.ibict.br/handle/deposita/517
• topic: Leitura. Interpretação de textos. Sociointeracionismo; Reading. Interpretation of texts. Sociointeractionism; Ensino-aprendizagem; Tópicos Específicos da Educação

The practice of reading and interpreting texts is fundamental for students to be able to advance in their studies and to demonstrate that they can have efficient reading, logical reasoning power and criticality. The study aims to analyze how the teaching practices of reading and interpretation of texts in the subjects of the 1st year of High School of the IFMS Campus Naviraí-MS are developed under the social interactionist view. Specifically, to verify the methodologies that the teachers develop in their practices of reading and interpretation of texts in their classes; to identify the pedagogical paradigms that underpin the teaching practices; and to show the influence of interactionist pedagogy on the development of classes in reading and interpreting texts. Question: how do teachers develop the reading and interpretation of texts in their subjects of the 1st year of High School? The research approach is mixed or qualitative-quantitative. Data collection was done through interviews and questionnaires to teachers and students. The research pointed out how the teachers develop the practices of reading and interpretation of texts and that the methodologies that the teachers adopt in the practices of reading and interpretation of texts are differentiated. The research demonstrated that the interpretation of texts needs to be more used among the other practices that the teachers do with the students. It became clear that students have many difficulties with both reading and text interpretation. It was possible to identify that some teachers have well- considered reflections about the pedagogical paradigms that support their practices of reading and interpretation of texts in classes, however, not all teachers have knowledge about the pedagogical paradigms that can assist them in these practices, because some teachers are bachelors and are not graduates in teaching courses; others have little practice time in teaching and others have claimed to have never thought about these issues within their classroom practices. The research showed that some teachers use the interactionist pedagogy in the development of practices of reading and interpretation of texts in their classes and other teachers do not know this pedagogical paradigm, but it can be adopted as a model for their practices of reading and interpretation of texts with the students in search of more autonomous and meaningful learning.