READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS

Detalhes bibliográficos
Autor(a) principal: Nornberg, Marta
Data de Publicação: 2023
Outros Autores: Cardoso Dias, Maurício, Jarline Jäger, Josiane
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37704
Resumo: The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.
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spelling READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKSLECTURA COMO INTERPRETACIÓN DEL LECTOR CON EL TEXTO: : CONCEPCIONES Y PRÁCTICAS EN LOS CUADERNOS DEL PNAICLEITURA COMO INTERAÇÃO DO LEITOR COM O TEXTO: : CONCEPÇÕES E PRÁTICAS NOS CADERNOS DO PNAICLeituraAlfabetizaçãoFormação de ProfessoresPNAICReadingLiteracyTeacher educationPNAICLecturasAlfabetizaciónFormación de maestrosPNAICThe article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.El articulo tiene como objetivo presentar y discutir las concepciones y practicas de lectura explotadas en los cuadernos de formación del Pacto Nacional por la Alfabetización en la Edad Cierta (PNAIC). El proceso de análisis del contenido de los cuadernos fue conducido con base en la siguiente cuestión: ¿ Cual es la concepción de lectura y cuales practicas de enseñanza son traídas por la colección de cuadernos del PNAIC? La discusión de las concepciones y practicas de lectura fue hecha con base en los estudios teóricos que entienden la lectura como acto cognitivo que se establece en la interacción lector-texto. Los resultados del análisis muestran que los textos de los cuadernos de formación concibe la lectura a partir de elementos del modelo interactivo de lectura. En relación en las prácticas de lectura se prioriza las actividades de extracción de sentido del texto para el desarrollo de la comprensión textual. En los relatos, dominaron registros de actividades de lectura compartidas, en que la formulación de preguntas es la principal estrategia utilizada para ayudar el estudiante a ubicar información y inducir sentidos. Ya los ejercicios que visan activar conocimientos previos del lector o actividades de sistematización de lecturas, como escrita de resumen, tiene una menor frecuencia. Por fin, se destaca la importancia de analizar presupuestos teóricos y metodológicos de programas de formación continuada, para entender como estés ayudan los maestros a analizar sus practicas y repensar de acuerdo con las necesidades de los estudiantes.O artigo tem como objetivo apresentar e discutir as concepções e práticas de leitura exploradas nos cadernos de formação do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). O processo de análise do conteúdo dos cadernos foi conduzido com base na seguinte questão: qual a concepção de leitura e quais práticas de ensino são trazidas pela coleção de cadernos do PNAIC? A discussão das concepções e práticas de leitura foi feita com base em estudos teóricos que entendem a leitura como ato cognitivo que se estabelece na interação texto-leitor. Os resultados da análise mostram que os textos dos cadernos de formação concebem a leitura a partir de elementos do modelo interativo de leitura. Em relação às práticas de leitura, priorizam-se as atividades de extração de sentidos do texto para o desenvolvimento da compreensão textual. Nos relatos, preponderam registros de atividades de leitura compartilhada, em que a formulação de perguntas é a principal estratégia utilizada para auxiliar o estudante a localizar informações e inferir sentidos. Já os exercícios que visam ativar conhecimentos prévios do leitor ou atividades de sistematização da leitura, como escrita de resumo, têm uma menor frequência. Por fim, destaca-se a importância de analisar pressupostos teóricos e metodológicos de programas de formação continuada, para entender como estes auxiliam as professoras a analisar suas práticas e repensá-las de acordo com as necessidades dos estudantes.Educação em Revista 2023-05-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresTextoAvaliado por ParesTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37704Educação em Revista ; v. 39 (2023)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/37704/37751https://periodicos.ufmg.br/index.php/edrevista/article/view/37704/37752Copyright (c) 2023 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessNornberg, MartaCardoso Dias, MaurícioJarline Jäger, Josiane2023-07-19T13:49:07Zoai:periodicos.ufmg.br:article/37704Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-07-19T13:49:07Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
LECTURA COMO INTERPRETACIÓN DEL LECTOR CON EL TEXTO: : CONCEPCIONES Y PRÁCTICAS EN LOS CUADERNOS DEL PNAIC
LEITURA COMO INTERAÇÃO DO LEITOR COM O TEXTO: : CONCEPÇÕES E PRÁTICAS NOS CADERNOS DO PNAIC
title READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
spellingShingle READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
Nornberg, Marta
Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Lecturas
Alfabetización
Formación de maestros
PNAIC
title_short READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_full READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_fullStr READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_full_unstemmed READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
title_sort READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: : CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS
author Nornberg, Marta
author_facet Nornberg, Marta
Cardoso Dias, Maurício
Jarline Jäger, Josiane
author_role author
author2 Cardoso Dias, Maurício
Jarline Jäger, Josiane
author2_role author
author
dc.contributor.author.fl_str_mv Nornberg, Marta
Cardoso Dias, Maurício
Jarline Jäger, Josiane
dc.subject.por.fl_str_mv Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Lecturas
Alfabetización
Formación de maestros
PNAIC
topic Leitura
Alfabetização
Formação de Professores
PNAIC
Reading
Literacy
Teacher education
PNAIC
Lecturas
Alfabetización
Formación de maestros
PNAIC
description The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Texto
Avaliado por Pares
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37704
url https://periodicos.ufmg.br/index.php/edrevista/article/view/37704
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/37704/37751
https://periodicos.ufmg.br/index.php/edrevista/article/view/37704/37752
dc.rights.driver.fl_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 39 (2023)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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