Perguntas de leitura e construção de sentidos : experiência com 6º ano do ensino fundamental

• Autor(a) principal: Rodrigues, Adélia Aparecida Pereira da Silva
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4267
• topic: Construção de perguntas de leitura; Decodificação; Compreensão; Interpretação; Ordenação e sequenciação; Produção de sentido; Ensino fundamental; Brasil.; Reading; Questions; Basic education; Brazil.; Linguística, Letras e Artes; Letras

Current analysis, linked to the Research Group "Interaction and Writing" (UEM-CNPq - www.escrita.uem.br and SEED-Paraná, Brazil), highlights a writing evaluation practice present in all classrooms, namely, questions on reading. Although extant in all school subject-matters, they are not efficient in the teaching and learning process. Current experiment was conducted with students of the Sixth Year of Basic Education in a government-run school in Maringá, in the northern region of the state of Paraná, Brazil. It demonstrated how it is possible to change the traditional questions on reading, usually underscored in textbooks, by constructing relevant questioning which make the students reflect on the construction of meaning and discuss the text´s theme in an autonomous and critical manner. Analysis was foregrounded on reading perspectives within Applied Linguistics and school reading practice investigated by Dell'Isola (1996), Solé (1998), Colomer & Camps (2002) with further discussions by Menegassi (1995; 2010; 2011). The latter underscores the need of the proposal as part of the development process of the reader in the classroom so that meaning building could be undertaken, actually a determinant factor in any reading in the classroom. Current research is also based on theories by Bakhtin (2003) and Bakhtin/Volochinov (2004) who conceive language as a social and historical product, as an 'inter-action' space between social agents, co-participating in the construction of the ideological context in which they inhabit. Teacher-mediated reading practices in the classroom should be transformed into well-planned activities with aims foregrounded by a theory that provides the students with real interactivities and position-making when dealing with the text. Students should therefore be prepared to be independent readers and writers within their own teaching-learning process. Consequently, questions on reading should build true reflections within the process and lead the students during the highly complex period of meaning building. The latter comprises reading stages to reach textual meanings through a progressive process in difficulties, starting from the most elementary level of de-codification, through comprehension, to the most elaborated level of interpretation in which their social context replicates their reading. Further, in the classroom, the process is complete when the students produce a response-text for the questions and attempt the complete construction of the enunciation. Initially the latter consists of a recovery of the theme but completes itself by reflections to answer the investigation that boils down into a response. After the above process, students will surely experience the last stage in reading, or rather, retention. Current qualitative research-activity collects data within the natural teaching course and involves data description through the researcher´s immersion within the researched focus, with more emphasis on the process than on results. In fact, the process is a help in the researchers´ self-evaluation and triggers transformations in classroom practices. Results show that the order and sequences of the questions coupled to the mediating teachers´ activities contribute towards the satisfactory performance of student s through the development of their reading autonomy and critical reading capacity.