A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/11233 |
Resumo: | Reading is a process that involves interaction between the reader and the text. In this process, the reader needs to establish a relationship between his previous knowledge (linguistic, encyclopedic, contextual and others) with the information given by the text, making inferences, refutations, comparisons, and other comprehension skills. In addition, reading is a social and cognitive practice essential for the establishment of new learning. In this sense, this work of action research is aimed at answering the question: what reading activities can contribute to the construction of inferences that enable the reading comprehension of the students of the 7th year of the Almirante Barroso State College (CEAB) in Muribeca-SE? Faced with this questioning, the general objective of this research is to contribute with the teaching practices that are directed to the construction of inferences by elementary students. Faced with this scope, the researcher / teacher promoted varied activities, organized in workshops, which contributed to the achievement of inferences, specifically sociocultural, so that the student was able to understand the meanings of texts read in the classroom and also in other contexts. Among the theoretical bases that support this research, we highlight Solé (1998), who conceptualizes reading comprehension and approaches reading strategies; Colomer and Camps (2002) emphasize the strategies favorable to the development of reading comprehension and propose exercises that promote this understanding; Dell'Isola (2001) that guides the understanding of sociocultural inferences; Marcuschi (2008) with contributions regarding reading comprehension; Bonini (2014) that shows what cognitive aspects are involved in reading. Methodologically, the following steps were followed: the application of the survey as a previous step for the elaboration of the following steps; pre-test application; application of the sequence of activities that will be divided into two distinct themes in each one - since the group involved in this research has an age-grade reality, it brings together students from 12 to 19 years, so the themes must be adequate to the age groups of the students - , so that there is the development of sociocultural inference of all. As a result of the Professional Master's Degree in Literature, a Didactic Module (MD) was organized, which brings together all didactic activities carried out in class. The results of the probing and pretesting indicate that the students had difficulty in making inference, even from the reading of simple texts, however, this situation changed significantly during the application of the workshops (described in the MD), which bring themes related to the daily life and / or the social reality of the students. From the analysis of the results obtained with the application of the MD activities, students were able to understand the text, extract inferences and evaluate the proposed situations, according to the values, beliefs and knowledge built socially. |
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Souza, Iderlânia CostaAzevedo, Isabel Cristina Michelan de2019-05-29T00:20:11Z2019-05-29T00:20:11Z2019-02-26SOUZA, Iderlânia Costa. A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático. 2019. 172 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, SE, 2019.http://ri.ufs.br/jspui/handle/riufs/11233Reading is a process that involves interaction between the reader and the text. In this process, the reader needs to establish a relationship between his previous knowledge (linguistic, encyclopedic, contextual and others) with the information given by the text, making inferences, refutations, comparisons, and other comprehension skills. In addition, reading is a social and cognitive practice essential for the establishment of new learning. In this sense, this work of action research is aimed at answering the question: what reading activities can contribute to the construction of inferences that enable the reading comprehension of the students of the 7th year of the Almirante Barroso State College (CEAB) in Muribeca-SE? Faced with this questioning, the general objective of this research is to contribute with the teaching practices that are directed to the construction of inferences by elementary students. Faced with this scope, the researcher / teacher promoted varied activities, organized in workshops, which contributed to the achievement of inferences, specifically sociocultural, so that the student was able to understand the meanings of texts read in the classroom and also in other contexts. Among the theoretical bases that support this research, we highlight Solé (1998), who conceptualizes reading comprehension and approaches reading strategies; Colomer and Camps (2002) emphasize the strategies favorable to the development of reading comprehension and propose exercises that promote this understanding; Dell'Isola (2001) that guides the understanding of sociocultural inferences; Marcuschi (2008) with contributions regarding reading comprehension; Bonini (2014) that shows what cognitive aspects are involved in reading. Methodologically, the following steps were followed: the application of the survey as a previous step for the elaboration of the following steps; pre-test application; application of the sequence of activities that will be divided into two distinct themes in each one - since the group involved in this research has an age-grade reality, it brings together students from 12 to 19 years, so the themes must be adequate to the age groups of the students - , so that there is the development of sociocultural inference of all. As a result of the Professional Master's Degree in Literature, a Didactic Module (MD) was organized, which brings together all didactic activities carried out in class. The results of the probing and pretesting indicate that the students had difficulty in making inference, even from the reading of simple texts, however, this situation changed significantly during the application of the workshops (described in the MD), which bring themes related to the daily life and / or the social reality of the students. From the analysis of the results obtained with the application of the MD activities, students were able to understand the text, extract inferences and evaluate the proposed situations, according to the values, beliefs and knowledge built socially.A leitura é um processo que envolve interação entre o leitor e o texto. Nesse processo, o leitor precisa estabelecer uma relação entre seus conhecimentos prévios (linguístico, enciclopédicos, contextuais e outros) com a informação dada pelo texto, fazendo inferências, refutações, comparações, dentre outras habilidades para a compreensão. Ademais, a leitura é uma prática social e cognitiva essencial para o estabelecimento de novas aprendizagens. Nesse sentido, este trabalho de pesquisa-ação está voltado a responder ao questionamento: quais atividades de leitura podem colaborar para a construção de inferências que possibilitem a compreensão leitora dos estudantes do 7° ano do Colégio Estadual Almirante Barroso (CEAB) em Muribeca-SE? Diante desse questionamento, o objetivo geral desta pesquisa é contribuir com as práticas docentes que estão direcionadas à construção de inferências por parte de estudantes do ensino fundamental. Diante desse escopo, a pesquisadora/professora promoveu atividades variadas, organizadas em oficinas, que contribuíram para a consecução de inferências, especificamente as socioculturais, para que o estudante fosse capaz de compreender os sentidos dos textos lidos em sala de aula e também em outros contextos. Dentre as bases teóricas que alicerçam esta pesquisa, destacam-se Solé (1998) que conceitua a compreensão leitora e aborda as estratégias de leitura; Colomer e Camps (2002) que ressaltam as estratégias favoráveis ao desenvolvimento da compreensão leitora e propõem exercícios que promovem essa compreensão; Dell’Isola (2001) que guia o entendimento das inferências socioculturais; Marcuschi (2008) com contribuições relativas à compreensão leitora; Bonini (2014) que evidencia quais os aspectos cognitivos estão implicados na leitura. Metodologicamente, foram seguidas as seguintes etapas: a aplicação da sondagem como etapa prévia para a elaboração das etapas seguintes; aplicação de pré-teste; aplicação da sequência de atividades que será dividida em duas temáticas distintas em cada uma – visto que a turma envolvida nesta pesquisa tem uma realidade idade-série, reúne estudantes de 12 a 19 anos, por isso as temáticas precisam estar adequadas às faixas etárias dos estudantes –, para que haja o desenvolvimento da inferência sociocultural de todos. Como produto decorrente do Mestrado Profissional em Letras, foi organizado um Módulo Didático (MD), que reúne todas as atividades didáticas realizadas em classe. Os resultados da sondagem e dos pré-testes indicam que os estudantes apresentaram dificuldade em fazer inferência, mesmo a partir da leitura de textos simples, no entanto, essa situação mudou significativamente no decorrer da aplicação das oficinas (descritas no MD), que trazem temáticas relacionadas ao cotidiano e/ou à realidade social dos estudantes. A partir da análise dos resultados obtidos com a aplicação das atividades do MD, notou-se que os estudantes conseguiam compreender o texto, procederam à extração de inferências e ainda avaliaram as situações propostas, conforme os valores, crenças e conhecimentos construídos socialmente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESSão Cristóvão, SEporLeitura (Ensino fundamental)LeitoresReação críticaEnsino FundamentalMuribeca (SE)Compreensão leitoraInferência socioculturalReadingReading comprehensionSociocultural inferenceLINGUISTICA, LETRAS E ARTESA construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didáticoThe construction of sociocultural inferences by students of the 7th year of elementary school based on a Didactic Moduleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUFSreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTIDERLANIA_COSTA_SOUZA.pdf.txtIDERLANIA_COSTA_SOUZA.pdf.txtExtracted texttext/plain410242https://ri.ufs.br/jspui/bitstream/riufs/11233/3/IDERLANIA_COSTA_SOUZA.pdf.txtd1fb6b4dde410cd7cbfe0b6c821f79deMD53THUMBNAILIDERLANIA_COSTA_SOUZA.pdf.jpgIDERLANIA_COSTA_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1308https://ri.ufs.br/jspui/bitstream/riufs/11233/4/IDERLANIA_COSTA_SOUZA.pdf.jpg2b28a3420c6bc629389fd72c3ef79813MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/11233/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALIDERLANIA_COSTA_SOUZA.pdfIDERLANIA_COSTA_SOUZA.pdfapplication/pdf3594202https://ri.ufs.br/jspui/bitstream/riufs/11233/2/IDERLANIA_COSTA_SOUZA.pdf93d831d4adc438e4c48bcf3bbbec89adMD52riufs/112332019-05-28 21:20:12.089oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2019-05-29T00:20:12Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
dc.title.alternative.eng.fl_str_mv |
The construction of sociocultural inferences by students of the 7th year of elementary school based on a Didactic Module |
title |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
spellingShingle |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático Souza, Iderlânia Costa Leitura (Ensino fundamental) Leitores Reação crítica Ensino Fundamental Muribeca (SE) Compreensão leitora Inferência sociocultural Reading Reading comprehension Sociocultural inference LINGUISTICA, LETRAS E ARTES |
title_short |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
title_full |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
title_fullStr |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
title_full_unstemmed |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
title_sort |
A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático |
author |
Souza, Iderlânia Costa |
author_facet |
Souza, Iderlânia Costa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Iderlânia Costa |
dc.contributor.advisor1.fl_str_mv |
Azevedo, Isabel Cristina Michelan de |
contributor_str_mv |
Azevedo, Isabel Cristina Michelan de |
dc.subject.por.fl_str_mv |
Leitura (Ensino fundamental) Leitores Reação crítica Ensino Fundamental Muribeca (SE) Compreensão leitora Inferência sociocultural |
topic |
Leitura (Ensino fundamental) Leitores Reação crítica Ensino Fundamental Muribeca (SE) Compreensão leitora Inferência sociocultural Reading Reading comprehension Sociocultural inference LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Reading Reading comprehension Sociocultural inference |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
Reading is a process that involves interaction between the reader and the text. In this process, the reader needs to establish a relationship between his previous knowledge (linguistic, encyclopedic, contextual and others) with the information given by the text, making inferences, refutations, comparisons, and other comprehension skills. In addition, reading is a social and cognitive practice essential for the establishment of new learning. In this sense, this work of action research is aimed at answering the question: what reading activities can contribute to the construction of inferences that enable the reading comprehension of the students of the 7th year of the Almirante Barroso State College (CEAB) in Muribeca-SE? Faced with this questioning, the general objective of this research is to contribute with the teaching practices that are directed to the construction of inferences by elementary students. Faced with this scope, the researcher / teacher promoted varied activities, organized in workshops, which contributed to the achievement of inferences, specifically sociocultural, so that the student was able to understand the meanings of texts read in the classroom and also in other contexts. Among the theoretical bases that support this research, we highlight Solé (1998), who conceptualizes reading comprehension and approaches reading strategies; Colomer and Camps (2002) emphasize the strategies favorable to the development of reading comprehension and propose exercises that promote this understanding; Dell'Isola (2001) that guides the understanding of sociocultural inferences; Marcuschi (2008) with contributions regarding reading comprehension; Bonini (2014) that shows what cognitive aspects are involved in reading. Methodologically, the following steps were followed: the application of the survey as a previous step for the elaboration of the following steps; pre-test application; application of the sequence of activities that will be divided into two distinct themes in each one - since the group involved in this research has an age-grade reality, it brings together students from 12 to 19 years, so the themes must be adequate to the age groups of the students - , so that there is the development of sociocultural inference of all. As a result of the Professional Master's Degree in Literature, a Didactic Module (MD) was organized, which brings together all didactic activities carried out in class. The results of the probing and pretesting indicate that the students had difficulty in making inference, even from the reading of simple texts, however, this situation changed significantly during the application of the workshops (described in the MD), which bring themes related to the daily life and / or the social reality of the students. From the analysis of the results obtained with the application of the MD activities, students were able to understand the text, extract inferences and evaluate the proposed situations, according to the values, beliefs and knowledge built socially. |
publishDate |
2019 |
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2019-05-29T00:20:11Z |
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2019-05-29T00:20:11Z |
dc.date.issued.fl_str_mv |
2019-02-26 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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SOUZA, Iderlânia Costa. A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático. 2019. 172 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, SE, 2019. |
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http://ri.ufs.br/jspui/handle/riufs/11233 |
identifier_str_mv |
SOUZA, Iderlânia Costa. A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático. 2019. 172 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, SE, 2019. |
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