Orientação de leitura em materiais didáticos do 7º ano para alunos das redes públicas estadual e municipal

• Autor(a) principal: Santos, Maria Aparecida dos
• Data de Publicação: 2013
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/36521
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA; Concepção de leitura; Estratégias de leitura; Processamento textual; Construção de sentidos; Compreensão leitora; Design of reading; Reading strategies; Textual processing; Construction of meaning; Reading comprehension

Both the state and municipal public networks, have adopted as the guiding pedagogical work, teaching proposals that aim to develop students' communicative competence of language. Native language teachers are not always aware of the theories that support these pedagogical practices and become limited to reproduce them mechanically without satisfactory results. This study aims to investigate the theoretical issues that underlie the guidelines of institutional reading these materials - "Portuguese Notebook – 1st to 7th grade of elementary school in public schools of São Paulo" and "Support and Learning Notebook - volume 1 - the 7th year of elementary school of public schools in São Paulo" in line with the reading strategies under the sociocoginitive-interactionist aspect. We verified whether the proposed reading materials in both notebooks include the new sociocoginitive-interactionist trend proposed by Kleiman (2004) and Solé (1998), with pre, during and after reading strategies to facilitate / promote understanding / reading competence. We observed that both proposed deal with similar textual processing items, meaning construction and follow some common strategies of reading, but the difference between them is in the approach / design reading, which is what will drive the reading education