READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS

Detalhes bibliográficos
Autor(a) principal: Nörnberg, Marta
Data de Publicação: 2021
Outros Autores: Dias, Maurício Cardoso, Jäger, Josiane Jarline
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3398
Resumo: The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.
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spelling READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKSLECTURA COMO INTERPRETACIÓN DEL LECTOR CON EL TEXTO: CONCEPCIONES Y PRÁCTICAS EN LOS CUADERNOS DEL PNAICLEITURA COMO INTERAÇÃO DO LEITOR COM O TEXTO: CONCEPÇÕES E PRÁTICAS NOS CADERNOS DO PNAICLeituraAlfabetizaçãoFormação de ProfessoresPNAICReadingLiteracyTeacher educationPNAICLeturasAlfabetizaciónFormación de MaestrosPNAICThe article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.El articulo tiene como objetivo presentar y discutir las concepciones y practicas de lectura explotadas en los cuadernos de formación del Pacto Nacional por la Alfabetización en la Edad Cierta (PNAIC). El proceso de análisis del contenido de los cuadernos fue conducido con base en la siguiente cuestión: ¿ Cual es la concepción de lectura y cuales practicas de enseñanza son traídas por la colección de cuadernos del PNAIC? La discusión de las concepciones y practicas de lectura fue hecha con base en los estudios teóricos que entienden la lectura como acto cognitivo que se establece en la interacción lector-texto. Los resultados del análisis muestran que los textos de los cuadernos de formación concibe la lectura a partir de elementos del modelo interactivo de lectura. En relación en las prácticas de lectura se prioriza las actividades de extracción de sentido del texto para el desarrollo de la comprensión textual. En los relatos, dominaron registros de actividades de lectura compartidas, en que la formulación de preguntas es la principal estrategia utilizada para ayudar el estudiante a ubicar información y inducir sentidos. Ya los ejercicios que visan activar conocimientos previos del lector o actividades de sistematización de lecturas, como escrita de resumen, tiene una menor frecuencia. Por fin, se destaca la importancia de analizar presupuestos teóricos y metodológicos de programas de formación continuada, para entender como estés ayudan los maestros a analizar sus practicas y repensar de acuerdo con las necesidades de los estudiantes.O artigo tem como objetivo apresentar e discutir as concepções e práticas de leitura exploradas nos cadernos de formação do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). O processo de análise do conteúdo dos cadernos foi conduzido com base na seguinte questão: qual a concepção de leitura e quais práticas de ensino são trazidas pela coleção de cadernos do PNAIC? A discussão das concepções e práticas de leitura foi feita com base em estudos teóricos que entendem a leitura como ato cognitivo que se estabelece na interação texto-leitor. Os resultados da análise mostram que os textos dos cadernos de formação concebem a leitura a partir de elementos do modelo interativo de leitura. Em relação às práticas de leitura, priorizam-se as atividades de extração de sentidos do texto para o desenvolvimento da compreensão textual. Nos relatos, preponderam registros de atividades de leitura compartilhada, em que a formulação de perguntas é a principal estratégia utilizada para auxiliar o estudante a localizar informações e inferir sentidos. Já os exercícios que visam ativar conhecimentos prévios do leitor ou atividades de sistematização da leitura, como escrita de resumo, têm uma menor frequência. Por fim, destaca-se a importância de analisar pressupostos teóricos e metodológicos de programas de formação continuada, para entender como estes auxiliam as professoras a analisar suas práticas e repensá-las de acordo com as necessidades dos estudantes.SciELO PreprintsSciELO PreprintsSciELO Preprints2021-12-29info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/339810.1590/SciELOPreprints.3398porhttps://preprints.scielo.org/index.php/scielo/article/view/3398/6184Copyright (c) 2021 Marta Nörnberg, Maurício Cardoso Dias, Josiane Jarline Jägerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNörnberg, MartaDias, Maurício CardosoJäger, Josiane Jarlinereponame:SciELO Preprintsinstname:SciELOinstacron:SCI2021-12-22T14:19:04Zoai:ops.preprints.scielo.org:preprint/3398Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2021-12-22T14:19:04SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
LECTURA COMO INTERPRETACIÓN DEL LECTOR CON EL TEXTO: CONCEPCIONES Y PRÁCTICAS EN LOS CUADERNOS DEL PNAIC
LEITURA COMO INTERAÇÃO DO LEITOR COM O TEXTO: CONCEPÇÕES E PRÁTICAS NOS CADERNOS DO PNAIC
title READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
spellingShingle READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
Nörnberg, Marta
Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Leturas
Alfabetización
Formación de Maestros
PNAIC
title_short READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_full READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_fullStr READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_full_unstemmed READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_sort READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
author Nörnberg, Marta
author_facet Nörnberg, Marta
Dias, Maurício Cardoso
Jäger, Josiane Jarline
author_role author
author2 Dias, Maurício Cardoso
Jäger, Josiane Jarline
author2_role author
author
dc.contributor.author.fl_str_mv Nörnberg, Marta
Dias, Maurício Cardoso
Jäger, Josiane Jarline
dc.subject.por.fl_str_mv Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Leturas
Alfabetización
Formación de Maestros
PNAIC
topic Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Leturas
Alfabetización
Formación de Maestros
PNAIC
description The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-29
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dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3398
10.1590/SciELOPreprints.3398
url https://preprints.scielo.org/index.php/scielo/preprint/view/3398
identifier_str_mv 10.1590/SciELOPreprints.3398
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3398/6184
dc.rights.driver.fl_str_mv Copyright (c) 2021 Marta Nörnberg, Maurício Cardoso Dias, Josiane Jarline Jäger
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Marta Nörnberg, Maurício Cardoso Dias, Josiane Jarline Jäger
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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SciELO Preprints
SciELO Preprints
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