A mediação leitora no oitavo ano do ensino fundamental : por um ensino sem negligências

• Autor(a) principal: SÁ, Catarina Pires Quirino de
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8060
• topic: Mediação leitora; Professor de português; Ensino fundamental; Leitura; LINGUISTICA, LETRAS E ARTES::LETRAS

The present work investigated how the reading mediation of the Portuguese Language teacher occurs in the performance of reading activities in the classroom. Thus, it was also sought to observe if there is possibly any relation between this mediation of the Portuguese-language teacher and the low levels of reading proficiency verified in the results of external evaluations such as the National System for the Evaluation of Basic Education (SAEB) And the Educational Evaluation System of Pernambuco (SAEPE). In order to do so, it was sought to analyze how these strategies of reading mediation are given, based on the observation of the lessons of a Portuguese Language teacher, in an eighth grade class in the Municipal School Lions Brígida de Melo Ferreira in the city of Cabrobó-PE . In order to have greater interaction between the researcher and the research subject teacher, a partially structured interview was conducted in which we searched for data pertinent to research, such as experiences in reading activities, initial and continuing education, conceptions practiced in the classroom, among others . For the students, an initial diagnostic evaluation with text interpretation questions was applied with the objective of evaluating the necessary skills for a good understanding of the reading, using as standard some descriptors of SAEPE and SAEB Portuguese Reference Matrices. In order to justify our work, we mainly used the studies on reading, reading mediation and didactic sequence of Bortoni-Ricardo et alii (2012); Dolz, Noverraz and Schneuwly (2004); Geraldi (2012); Kleiman (2013a, 2013b); Koch and Elias (2015). At the end of the work, there is a proposal of intervention of didactic sequence that can be used in the classroom to contribute to the level of proficiency of the students. With the present work, we could conclude that, despite the efforts of the subject teacher of the research to perform the reading mediation in the classroom, there are still several factors that do not allow this activity to be performed effectively and that one can effectively contribute in the process of understanding Of students in basic education.