Leitura significativa: a força a palavra na reconstrução dos conhecimentos do produtor-leitor

• Autor(a) principal: Fujarra, Eliane Nunes Pereira
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/14180
• topic: Léxico; Recontextualização; Texto; Leitura; Ensino; Lexicon; Recontextualization; Text; Reading; Teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This paper follows the Research Line Reading, Writing and Teaching, in interface with Research Line History and Description of Portuguese, from the Program of Pos-Graduated Studies of Portuguese, from the Pontifical Catholic University of São Paulo and has focus on the lexicon- grammatical forms of the Brazilian language as the basis of textual process: a non-linguistic knowledge investment of linguistics. It was presumed the textual production strategies are the same when considering the production movements of senses produced by reading written texts, or written texts, or written by reading process. This work privileges, the production movements produced by reading in order to evaluate the proficient reader as well as the need to re-contextualize teaching practices of the Brazilian native language in Elementary and High School. The start point of this research was focused to a study of reading concepts and ways of reading from XVIII, XIX and XX centuries and pointed out to a) the development of a reader unassociated to the writer as these social roles were considered professions and not the basis for practicing citizenship b) two kinds of unassociated reading: an intensive one and an extensive one that anticipate the press development, respectively. The paper also aimed to re-contextualize these concepts suggesting as the general goal to discover the transmutation process of text product to text-process by processing active information of lexicon- grammatical signs that linguistically organize the textual microstructure in order to change it to the macrostructure. In this matter, the research professor, based on the significant reading: the one that decodes while makes the content understandable, allowing the reader to interpret it. The used procedures for that were granted by the inter-textual and inter-discursive principles and indicate the results: a) the learners increase of previous knowledge and encyclopedia information; b) the need of considering that the support of significant reading is the reading/re-reading process from the same text ( intensive method) associated to others of the same thematic identity ( extensive method); c) the practice of teaching reading will one be significant if settled and base on interdiscipline . It is considered that this paper shows the basis of a pedagogic reading development touched by the lexicon-grammatical pedagogy that focus teaching the used language