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Língua portuguesa: um olhar sobre a abordagem didática da leitura no ensino fundamental
| Content Provider | Semantic Scholar |
|---|---|
| Author | Santos, Rosa Maria De Souza Leal |
| Copyright Year | 2011 |
| Abstract | This study arose from our experience as a teacher and trainer of teachers of Portuguese, by the Education Department of the State of Pernambuco, as well as an analysis of reports of Educational Assessment System of the State of Pernambuco SAEPE year 2008 . This evaluation demonstrated that the school is still having a hard time to develop reading competence of students in elementary and high school. Since then, questions have emerged: that a significant number of students can not develop reading skills during regular school? Why do some schools succeed and others do not?What's new in some schools that makes them stand out from the others? In order to understand this phenomenon, this study aimed to verify the approach to teaching reading in the teaching of Portuguese language and its contribution in shaping the proficient reader. For this, some basic concepts are fundamental: language as a social activity, supported by Bronckart (2003) and endorsed by Orlandi (1996) and Koch (2009); language as a social construction, historical and cognitive set in interactive events, such as Posted by Geraldi (2003) and Koch and Elias (2009), reading / reader as a subject agent and producer of meaning, as postulated by Kleiman (2004) and Rojo (2004); text as the unit of sense contextually situated, according to Guimarães (2009 ) and Orlandi (2006). In this study, we further adopt the concepts of gender discourse as relatively stable types of utterances, which refract the conditions under which communication is carried out in different contexts (Bakhtin, 1997 and Marcuschi, 2003), critical discourse analysis as a theoretical model analysis of language use as social practice, based on Faiclough and Meurer (2002); literacy as a tool for reflection on the practices of reading and writing at school, as Smith (2003), Kleiman (1995), Moraes (2005) and Albuquerque (2002), as a result didactic methodology for the study of the genre (Schneuwly, Dolz and followers, 2004) and, finally reading strategies and procedures of word processing and making sense (Solé, 2004 and Kleiman, 2004).The process was qualitative and ethnographic research, and was supported, in theories of utterance discursive interactionist and pragmatic language. We observed the practice of two teachers for twenty-four days (twelve in a 5th year and the remainder in an 8th grade), both from the public school system, being one of the municipal Camaragibe, PE and the other of the state of Pernambuco. As a result of this work, we highlight the evidence that, when the teacher is aware of the nature and the workings of language as well as its role as mediator in the process of student learning, adds more conditions to act in pursuit of various senses to organize the speech and language in the classroom in order to encourage participation, initiative and cooperation of students and making respect the diverse opinions generated in the discussions on the texts read. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio.ufpe.br/bitstream/123456789/4100/1/arquivo2544_1.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
