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

• 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
• topic: Leitura; Alfabetização; Formação de Professores; PNAIC; Reading; Literacy; Teacher education; PNAIC; Leturas; Alfabetización; Formación de Maestros; PNAIC

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.