A leitura estudo de texto no ensino fundamental: propostas e possibilidades

• Autor(a) principal: Almeida, Mariza Macari de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/936
• topic: Leitura estudo de texto; Ensino fundamental; Gêneros textuais; Conteúdos de ensino; reading text study; basic teaching; textual genres; teaching content; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

The research aimed to study the text reading study in the 6th year of the Basic Teaching aimed to: a) Investigate the guiding assumptions of reading instruction in the classroom, for the text study. b) Develop methodological referrals that can contribute to the study of the text reading teaching and learning in the 6th year of the Basic Teaching. The questioning that guided the research focused on the fact that most students do not realize text study reading activities with an effective understanding of the text read, are passive readers without critical position. We have adopted the concept of interactional language Bakhtin (2003) and Geraldi (1984, 2003), reading as intellectual labor for the production of sense, the role of facilitator and different reading levels (intelligible, interpretable and understandable), proposed by Orlandi (2008). The development of the classes was analyzed based on the content proposed by Zabala (1998), being factual, conceptual, procedural and attitudinal contents. Methodologically, the research is qualitative, linked to ethnography and action research and told how recording instrument of educational activities in the field diary. The didactic proposal elaborated and applied proposes work with seven genres (strip, interview, movie, story, cartoon, comics and opinion article) with students from 6th year at a public school in the city of Altônia/PR. For each text have been prepared and applied study of the text of activities related to each of the reading levels. As a result of this process of research, we understand that there is a need to continue the work with the text reading study with students, and, in general: the intelligible level students dominate relatively well; the interpretable level some students dominate at different levels of difficulty; reading procedures and understandable level most students had difficulties, but with the mediation of the teacher, managed to carry out the proposed activities satisfactorily.