The importance of prior knowledge in the process of reading: an analysis of textbook of basic education

Detalhes bibliográficos
Autor(a) principal: Biondo, Fabiana Poças
Data de Publicação: 2014
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18541
Resumo: Since reading is the interactional point between the text and the reader, the construction of meaning in reading is taken for granted. One of the main conditions through which the reading process is conceived as a producer of meanings is the activation and linking of previous knowledge that students already have. Consequently, textbooks used in the first stage of the primary school are analyzed to see whether they have the necessary conditions for the promotion of this type of knowledge in the reading process. Volume 2 of textbook Viver e aprender Português, adopted in a government school in the municipality of Maringá – Pr - Brazil, has been selected for analysis. Data have shown a trend towards the achievement of imitational reading activities which represent an authoritarian concept highly enhanced in the schooling process.
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spelling The importance of prior knowledge in the process of reading: an analysis of textbook of basic educationA importância dos conhecimentos prévios no processo de leitura: uma análise de livro didático do ensino fundamentalReading conceptsPrevious knowledgeConstruction of meaningTextbooksConcepções de leituraConhecimentos préviosConstrução de sentidosLivros didáticosSince reading is the interactional point between the text and the reader, the construction of meaning in reading is taken for granted. One of the main conditions through which the reading process is conceived as a producer of meanings is the activation and linking of previous knowledge that students already have. Consequently, textbooks used in the first stage of the primary school are analyzed to see whether they have the necessary conditions for the promotion of this type of knowledge in the reading process. Volume 2 of textbook Viver e aprender Português, adopted in a government school in the municipality of Maringá – Pr - Brazil, has been selected for analysis. Data have shown a trend towards the achievement of imitational reading activities which represent an authoritarian concept highly enhanced in the schooling process.Tomar como base a perspectiva segundo a qual a leitura constitui-se ponto de interação entre texto e leitor é admitir o caráter de construção de sentidos que ela possui. Tendo em vista que uma das principais condições para que o processo de leitura seja concebido como produção de sentidos é a ativação e vinculação dos conhecimentos prévios que os alunos possuem. Pretende-se, neste artigo, verificar se os livros didáticos da primeira etapa do ensino fundamental proporcionam as condições necessárias à promoção desses conhecimentos no processo de leitura. Para tanto, selecionamos um livro didático da 2ª série da coleção “Viver e aprender português”, adotada por um colégio público do município de Maringá/PR. Os dados revelaram forte tendência à realização de atividades de “imitações” de leitura, reflexos de uma concepção autoritária fortemente marcada na realidade escolar. Universidade Estadual de Londrina2014-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/1854110.5433/1519-5392.2007v7n1p247Entretextos; v. 7 n. 1 (2007); 247-2642764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18541/14492Copyright (c) 2007 Entretextosinfo:eu-repo/semantics/openAccessBiondo, Fabiana Poças2021-05-21T14:36:30Zoai:ojs.pkp.sfu.ca:article/18541Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-21T14:36:30Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
A importância dos conhecimentos prévios no processo de leitura: uma análise de livro didático do ensino fundamental
title The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
spellingShingle The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
Biondo, Fabiana Poças
Reading concepts
Previous knowledge
Construction of meaning
Textbooks
Concepções de leitura
Conhecimentos prévios
Construção de sentidos
Livros didáticos
title_short The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
title_full The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
title_fullStr The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
title_full_unstemmed The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
title_sort The importance of prior knowledge in the process of reading: an analysis of textbook of basic education
author Biondo, Fabiana Poças
author_facet Biondo, Fabiana Poças
author_role author
dc.contributor.author.fl_str_mv Biondo, Fabiana Poças
dc.subject.por.fl_str_mv Reading concepts
Previous knowledge
Construction of meaning
Textbooks
Concepções de leitura
Conhecimentos prévios
Construção de sentidos
Livros didáticos
topic Reading concepts
Previous knowledge
Construction of meaning
Textbooks
Concepções de leitura
Conhecimentos prévios
Construção de sentidos
Livros didáticos
description Since reading is the interactional point between the text and the reader, the construction of meaning in reading is taken for granted. One of the main conditions through which the reading process is conceived as a producer of meanings is the activation and linking of previous knowledge that students already have. Consequently, textbooks used in the first stage of the primary school are analyzed to see whether they have the necessary conditions for the promotion of this type of knowledge in the reading process. Volume 2 of textbook Viver e aprender Português, adopted in a government school in the municipality of Maringá – Pr - Brazil, has been selected for analysis. Data have shown a trend towards the achievement of imitational reading activities which represent an authoritarian concept highly enhanced in the schooling process.
publishDate 2014
dc.date.none.fl_str_mv 2014-06-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18541
10.5433/1519-5392.2007v7n1p247
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18541
identifier_str_mv 10.5433/1519-5392.2007v7n1p247
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18541/14492
dc.rights.driver.fl_str_mv Copyright (c) 2007 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2007 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 7 n. 1 (2007); 247-264
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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