Socio-interactional conception of reading: theoretical and practical approaches from two written texts

Detalhes bibliográficos
Autor(a) principal: Silva, Sílvio Ribeiro da
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268
Resumo: The activities of reading and text interpretation that are usually performed in native-language classes follow a decoding perspective. The students are given questions, which are not defying, since the answers are easy to identify in the text. The only task for them is to perform the proposed activities, once they do not have the opportunity to experience contrasting conceptions of reading, thus being restricted to that only way of reading and interpreting texts. In this paper an attempt is made to offer a parameter for what would be a reading and text interpretation class based on the more encompassing notion of language, subject, text and reading. The objective is to offer alternatives of methodological treatment to the reader that would allow him/her to go beyond the reading practice as a decoding act and as a pretext for developing grammar activities, while attributing to the act of reading the configuration of opportunities for cultural and cognitive development. An example is offered that exhibits very favorable results, but which is not a “recipe”.
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spelling Socio-interactional conception of reading: theoretical and practical approaches from two written textsConcepción socio-internacional de lectura: abordajes teóricas y prácticas a partir de dos textos escritosConception socio-interactionnelle de lecture: approches théoriques et pratiques à partir de deux textes écritsConcepção sócio-interacional de leitura: abordagens teóricas e práticas a partir de dois textos escritosReadingText interpretationInteractionTeachingLecturaInterpretación de textosInteraciónEnsinoLectureInterprétation de textesInteractionEnseignementLeituraInterpretação de textosInteraçãoEnsinoThe activities of reading and text interpretation that are usually performed in native-language classes follow a decoding perspective. The students are given questions, which are not defying, since the answers are easy to identify in the text. The only task for them is to perform the proposed activities, once they do not have the opportunity to experience contrasting conceptions of reading, thus being restricted to that only way of reading and interpreting texts. In this paper an attempt is made to offer a parameter for what would be a reading and text interpretation class based on the more encompassing notion of language, subject, text and reading. The objective is to offer alternatives of methodological treatment to the reader that would allow him/her to go beyond the reading practice as a decoding act and as a pretext for developing grammar activities, while attributing to the act of reading the configuration of opportunities for cultural and cognitive development. An example is offered that exhibits very favorable results, but which is not a “recipe”.Las actividades de lectura e interpretación de textos que comumente son desarrolladas en clase de lengua materna siguen una perspectiva decodificadora. A los alumnos son propuestas cuestiones que no son desafiadoras, pues las respuestas son de fácil identificación en el texto. A ellos solo resta la tarea de executar las actividads propuestas, una vez que no hay la oportunidad de vivenciar concepciones de lecturas diferentes, quedando restritos a solamente aquella forma de leer e interpretar textos. En este artículo, intentamos ofrecer un parámetro de lo que sería una clase de lectura e interpretación de textos fundamentada en la concepción más abrangente de lenguaje , sujeto, texto y lectura. Esperamos proporcionar a los lectores alternativas de tratamiento metodológico que permitan superar la práctica de lectura como decodificación y pretexto para el acto de leer la configuración de oportunidades de desarrollo cognitivo y cultural. Presentamos un ejemplo con resultados muy favorables y no una” recepta”.Les activités de lecture et d’interprétation de textes qui sont normalement développées en salle de classe de langue maternelle suivent une perspective décodifiante. On propose aux élèves des questions qui ne leur apportent aucun défi, puisque les réponses sont facilement retrouvées dans le texte. Ils n’ont qu’accomplir les tâches proposées, puisqu’ils n’ont pas la chance d’être en contact avec d’autres genres de lectures, n’ayant qu’une seule forme de lire et d’interpréter les textes. Dans cet article, on a essayé d’offrir un paramètre de ce que nous concevons comme cours de lecture et d’interprétation de textes fondés dans un concept plus large de langage, sujet, texte et lecture. On a l’intention d’apporter aux lecteurs d’autres choix méthodologiques qui permettent de surpasser la pratique de lecture tout simplement comme décodification et prétexte pour le développement des activités grammaticales, donnat à l’acte de lire la configuration d’opportunités d’un développement cognitif et culturel. Nous présentons un exemple avec des résultats et non seulement une “recette”.As atividades de leitura e interpretação de textos que comumente são desenvolvidas em sala de aula de língua materna seguem uma perspectiva decodificadora. Aos alunos são propostas questões que não são desafiadoras, pois as respostas são de fácil identificação no texto. A eles só resta a tarefa de executar as atividades propostas, uma vez que não têm a oportunidade de vivenciar concepções de leitura diferentes, ficando restritos a somente aquela forma de ler e interpretar textos. Neste artigo, tentamos oferecer um parâmetro do que seria uma aula de leitura e interpretação de textos fundamentada na concepção mais abrangente de linguagem, sujeito, texto e leitura. Esperamos proporcionar aos leitores alternativas de tratamento metodológico que permitam superar a prática de leitura como decodificação e pretexto para o desenvolvimento de atividades gramaticais, dando ao ato de ler a configuração de oportunidades de desenvolvimento cognitivo e cultural. Apresentamos um exemplo com resultados muito favoráveis e não uma “receita”.Silvânia Siebert2010-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268Linguagem em (Dis)curso; Vol. 4 No. 2 (2004); p. 321-348Linguagem em (Dis)curso; v. 4 n. 2 (2004); p. 321-3481982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268/282Silva, Sílvio Ribeiro dainfo:eu-repo/semantics/openAccess2010-09-28T14:16:57Zoai:portaldeperiodicos.animaeducacao.com.br:article/268Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2010-09-28T14:16:57Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv Socio-interactional conception of reading: theoretical and practical approaches from two written texts
Concepción socio-internacional de lectura: abordajes teóricas y prácticas a partir de dos textos escritos
Conception socio-interactionnelle de lecture: approches théoriques et pratiques à partir de deux textes écrits
Concepção sócio-interacional de leitura: abordagens teóricas e práticas a partir de dois textos escritos
title Socio-interactional conception of reading: theoretical and practical approaches from two written texts
spellingShingle Socio-interactional conception of reading: theoretical and practical approaches from two written texts
Silva, Sílvio Ribeiro da
Reading
Text interpretation
Interaction
Teaching
Lectura
Interpretación de textos
Interación
Ensino
Lecture
Interprétation de textes
Interaction
Enseignement
Leitura
Interpretação de textos
Interação
Ensino
title_short Socio-interactional conception of reading: theoretical and practical approaches from two written texts
title_full Socio-interactional conception of reading: theoretical and practical approaches from two written texts
title_fullStr Socio-interactional conception of reading: theoretical and practical approaches from two written texts
title_full_unstemmed Socio-interactional conception of reading: theoretical and practical approaches from two written texts
title_sort Socio-interactional conception of reading: theoretical and practical approaches from two written texts
author Silva, Sílvio Ribeiro da
author_facet Silva, Sílvio Ribeiro da
author_role author
dc.contributor.author.fl_str_mv Silva, Sílvio Ribeiro da
dc.subject.por.fl_str_mv Reading
Text interpretation
Interaction
Teaching
Lectura
Interpretación de textos
Interación
Ensino
Lecture
Interprétation de textes
Interaction
Enseignement
Leitura
Interpretação de textos
Interação
Ensino
topic Reading
Text interpretation
Interaction
Teaching
Lectura
Interpretación de textos
Interación
Ensino
Lecture
Interprétation de textes
Interaction
Enseignement
Leitura
Interpretação de textos
Interação
Ensino
description The activities of reading and text interpretation that are usually performed in native-language classes follow a decoding perspective. The students are given questions, which are not defying, since the answers are easy to identify in the text. The only task for them is to perform the proposed activities, once they do not have the opportunity to experience contrasting conceptions of reading, thus being restricted to that only way of reading and interpreting texts. In this paper an attempt is made to offer a parameter for what would be a reading and text interpretation class based on the more encompassing notion of language, subject, text and reading. The objective is to offer alternatives of methodological treatment to the reader that would allow him/her to go beyond the reading practice as a decoding act and as a pretext for developing grammar activities, while attributing to the act of reading the configuration of opportunities for cultural and cognitive development. An example is offered that exhibits very favorable results, but which is not a “recipe”.
publishDate 2010
dc.date.none.fl_str_mv 2010-09-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/268/282
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 4 No. 2 (2004); p. 321-348
Linguagem em (Dis)curso; v. 4 n. 2 (2004); p. 321-348
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
_version_ 1800220573117186048

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