Contribuições para o ensino-aprendizagem de leitura na aula de língua portuguesa

Abstract

Considering that many students have difficult to read a text and understand the meanings that are beyond the code, and that it is common to hear that students do not like to read (or do not know), the aim of this study was propose activities focused on reading comprehension, based on the observations made in Portuguese Language (LP) classroom of the basic school. This research it relied on assumptions of socio-historical Bakhtinian approach to base concepts related to discourse genres, text and understanding, also seeking support in Neuroscience, which served to assist in the preparation (planning and building) of the activities offered in the final product this dissertation. The development of the research is based on a qualitative approach and on a division of this work in different stages. The first stage consisted of an investigation of the educational process formed by the discourse and practices of a professor of LP. This step was performed by observing the lessons taught by this professor to a group of 6th grade of elementary school (EF) of a municipal school in the city of Bagé/RS, as well as by applying a questionnaire to this professor. In the next stage, we tried to capture, from these issues, both the formation and the conceptions of language, comparing their meanings to what was observed inside the classroom. In the penultimate stage, it was elaborated a project directed to LP professionals, proposing a learning unit with activities for reading comprehension in order to mobilize the teaching of reading taking into account the language as social interaction, mediator of human relations, the text as an object full of meanings (in which the words have a link of ideological value), the student as the protagonist, the motivation and the plasticity of the brain as an aid and encouragement for the improvement and enhancement of the multiple intelligences. Along the developing of the learning unit, the focus was on reading and understanding texts in the area of the computing and its technologies, offering activities from different genres and prioritizing the characterization of the reading as social interaction. This way, the aiming was the formation of proficient and effective readers, defending the student as the protagonist of their learning. Finally, in the last step occurred the execution of activities developed in the escope of this research by a group of 7th grade belonging to the same school where the observations occurred. As a result, it was noticed that in the investigation previously performed there are reading activities that occur eventually and the reading comprehension tends to create room for interaction between the reader and the text, as well as between the colleagues, and between the students and the professor. Nevertheless, a significant amount of artificial issues have been offered, in which the reader does not need cognitive effort to reflect, and, less often, there was creative 9 activities requiring initiative and critical capacity. In implementing the project, it was possible to help students become independent, reflective and critical readers, making them able to position themselves before the texts, accepting or refuting the information read and interpreted. It is hoped also that all students who had access to the activities be motivated for critical reading and that the teachers who will use this material in future reflect on their practices, realizing the importance of proposing strategies that include reading comprehension, the text as a unit of meaning and the student as an active participant in the learning process.