Leitura no espaço escolar: estratégias para aprender, mediação para gostar de ler

• Autor(a) principal: Gomes, Sophia Letícia Ramos
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• 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/1/16865
• topic: School reading; Reading formation; Reading meadiation; Reading strategies; Leitura na escola; Formação de leitores; Mediação; Estratégias; Leitura - Estudo e ensino; Língua portuguesa - Estudo e ensino; Leitura (Ensino fundamental); Leitura (Ensino secundário); Leitura (Ensino superior); Livros e leitura; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The present work aims to reflect on reading at schools and the importance of the teacher as a mediator and responsible for forming readers. In the light of the studies that have been done in Linguistics, Literature and Education about what is to read, bearing in mind that reading is an act of interaction between the text, the author and the reader, in which the later is socially – historically situated, the concept of reading is discused. We analysed the content of oficial documents as the PCN of the Portuguese language (Parâmetros Curriculares Nacionais) and the actual BNCC (Base Nacional Curricular Comum), which is, as a matter of fact, an update of some of the assumptions presented in the PCN, in order to establish a link between what is expected from the student while in his reading formation and the possible ways to get there. In order to shed a light on the relation between students and the books from school, mainly classics, a survey was conducted with students of the Middle school, High school and Undergraduated students of the Portuguese language at UERJ. Besides their point of view on the topic, we analysed what Portuguese teachers think about it, and which practices are at their disposal in the classroom to help their students become proficient readers. We also take into account reading strategies, presented by the oficial documents as important tools in the learning of the reading process taking as basis the contribuitions of Solé (2014), Kleiman (2013) and Kato (1990), as well as suggestions of activities to be done in the classroom as a strategy of a possible work with reading materials in a more productive manner