Estratégia metacognitiva no processo de leitura: contos do gênero fantástico

• Autor(a) principal: Ouverney, Amanda dos Santos Angra
• 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/1/14524
• topic: Reading; Teaching; Metacognition; Predictability; Leitura; Ensino; Metacognição; Preditibilidade; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

The poor performance in reading comprehension of elementary and high school students is already widely published by researches, a situation equally perceived by teachers who work directly with this public. Even with this observation, the teaching of reading remains to a certain point stagnant, since it is not always that signs of change are detected in the methodology used to explain this processing of vital importance for the participation of the individual in the society in which much of the communication Is given by writing. If the data point to the need to change the way reading teaching has been conducted, there is concomitant fear of knowing how to make that change. Any change, however, admits theoretical support that guides its agents on how best to act in order to achieve the desired goals. In this way, teaching needs to contemplate how the cognitive processing of information is given, so that the educational practice can intervene on processes that are not being carried out in an appropriate way. From this perspective, the teaching of reading strategies becomes relevant and necessary. The student needs to learn how to handle the text, to verify the moment when he is not managing to construct the meaning of the information, to perceive possible reasons for the difficulty and to plan solutions for it. In my view, teaching to understand involves explaining reading strategies, that is, equipping the student with tools that they can use to relate textual information to their world knowledge, and thereby develop the meaning of the material they read. I propose precisely in this work to present the result of a research that is based on a teaching methodology of reading, based on the metacognitive strategy of predictability in the reading of tales of the fantastic genre, which constitutes a way of approaching the text capable of leading The student to reflect on his reading process, made him more aware of the sense that is being constructed.