Competências e habilidades para leitura no ensino fundamental sob a perspectiva da Prova Brasil : aproximando os ciclos e minimizando as lacunas

• Autor(a) principal: Oliveira, Marcia Cristina Barreto
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/6471
• topic: Leitura; Mediação; Interação; Ensino e aprendizagem; Reading; Mediation; Interaction; Teaching and learning; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This study was drawn in the context of my remarks in early elementary education II who had proficiency level in reading classes below considered expected for students who have completed the steps of elementary school I. Knowing that reading proficiency is essential for development school learning, sought to develop a working participatory-interventional research, conducted in groups of 6th grade A and B of Primary Education State School Governador João Alves Filho, Aracaju - Se. In order to bring to the classroom a reading of the teaching perspective guided in educational theories studied in the various disciplines offered in the professional master´s degrees in Literature, apply activities that prioritize the development of skills that enable students of the 6th year proceed to the final stages of elementary school with greater fit between reader ability and level of study. Regarding the teaching of reading, I guided in prospect (i) sociointeractionist of pedagogical work of Vygotsky, who sees in mediating an effective way for effective teaching and learning and (ii) interactive reading, Leffa (2006), Oliveira (2010), Silva (1999) and Solé (2012), in which the interaction between students and their prior knowledge and the text allows the act of reading is significant . The study was also based on Bronckart gender conceptions, (1999) and Schneuwly (2004). From the development of reading capacity perceived in two classes where the study was applied, a replicable pedagogical notebook for teachers of elementary school seeking an interactive work in the teaching of reading it was prepared. The book is organized into 2 parts: 1 - Theoretical - with read design concepts, reading processes, strategies and teaching reading, genre and didactic sequence and 2 - Practical activities - reading workshops and results.