READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
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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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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