Formação do leitor: projeto educativo e constituição humana

• Autor(a) principal: Souza, Renata Junqueira de
• Data de Publicação: 2012
• Outros Autores: Souza, Silvana Paulina de, Girotto, Cyntia Graziella Guizelim Simões [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://alb.com.br/arquivo-morto/edicoes_anteriores/anais18/pdf/ltp_58_suplemento_18cole_802_1209.pdf; http://hdl.handle.net/11449/115257

The discussion about reading as a cultural practice is a requirement that points to the school relevance to take itself as a social space of meanings construction and the need to use methodologies that focus on the knowledge construction process and the individual development in considering the teaching dynamics that encourage the strategies discovery for individual and collective work, facilitating that human culture object appropriation . The focus is on the relationships in the classroom and school context mediated by language to written language acquisition, with emphasis on reading. This study intends to contribute for the refl ection on the pedagogical implications derived from the organization of a teaching context, intentionally aimed at the teaching organization of reading strategies in the written language acquisition process. The hypothesis is that the reading strategies contribute to the contexts organization with pedagogical coherent and to the competent reader formation during the education act. The studies are based on Brazilian educators Girotto; SOUZA, 2010) and on North American educators (HAMPTON & Resnick, 2008; OWOCKI, 2003; WEDWICH & Wutz, 2008; HARVEY AND GOUDVINS, 2007), with the action research methodology.