O processo de referenciação como estratégia auxiliadora do leitor na construção de sentidos da leitura

• Autor(a) principal: Augusto, Vanísia Cristina Pereira
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14526
• topic: Referenciation; reading; coursebook; construction of meaning; Referenciação; Leitura; Livro didático; Construção de sentidos; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This work is based on the assumptions of Text Linguistics and aims to analyze the possibility of referenciation as the reader s auxiliary strategy in the construction of meaning of reading. The themes of referenciation and reading come from the perception and confirmation of the difficulties of our students in assigning meaning to their readings, whether in their school practices or activities that are required on a daily basis. These difficulties led us to question the way reading is explored in the classroom and to reflect on how those activities are addressed coursebooks. Therefore, we performed a microetnographic evaluation of three components: the school, the student and the teaching materials. Since we took the idea of the coursebook as an important tool in the organization of teaching work, we elaborated a specific evaluation, in which we see the structure of the coursebook of the 6th year, Português Uma Língua Brasileira (MENNA, FIGUEIREDO; VIEIRA, 2012) and the way in which proposals of reading activities are outlined. The understanding of referenciation as sociodiscursive (KOCH; MARCUSCHI, 1998) performed by active subjects that aims to observe the functioning of language and, also, the construction of the meanings from reading held in the process of the interaction between author-reader, mediated by the text itself, involving as much previous knowledge of the reader as the (re) constructed meanings during the reading, we start from the hypothesis that reading activities that use referenciation strategies require an active attitude in pursuit of (re) construction of meanings by the subject, in this case, the students. In this way, from a theoretical review of these themes, we propose a draft (guide) for the construction of referentiality work in the classroom as well as we elaborated and applied reading activities involving referenciation processes. As a result, we found that the work with the referenciation in the classroom, besides signifying a proposal to overcome the discussion about the separation between grammar teaching and text comprehension, it boosts the reading capacity of the student, since it does not address the study of word in isolation or as holder of unmistakable meaning, but rather, take the student/reader to seek to understand the reasons for the choices made.