Revista do ensino do Rio Grande do Sul: análise de atividades de leitura

Abstract

Revista do Ensino do Rio Grande do Sul was an important source of knowledge for teachers. The duration of the journal was divided into three circulation phases: the first from 1939 to 1942, the second from 1951 to 1978, and the third from 1989 to 1994 counting with special editions. Due to its duration, even in three phases, the journal is considered an important educational document for researchers in the history of education. Therefore, this research aims to contribute to the history of education by proposing an analysis of the reading activities in the Revista do Ensino do Rio Grande do Sul during the years 1951 to 1978, based on these specific objectives: identify the genres of the texts; observe whether the activities bring suggestions of ready-made answers to the teacher; identify the sorts of questions that are asked in reading activities. In the theoretical basis of this research, the importance of the periodic pedagogical press was generally discussed whilst the Revista do Ensino do Rio Grande do Sul was more specifically approached. Also, the history of reading schooling in Brazil during the 20th century and the theoretical bases for the concepts of reading and textual genre adopted in this work were explained. Regarding the research methodology, the study started from the documentary analysis of the journal summaries, observing the sections of languages and possible texts used for reading activities; eventually, the identified pages for the analysis of reading activities were investigated. After this analysis, several textual genres were found, such as historical reports, biographies, and poetry, for example. Few texts were followed by exercises and none brought suggestions for ready-made answers to the teacher. Regarding the types of questions, only four types of questions were detected: global, inferential, impossible, and objective. Finally, according to the results obtained, it was concluded that there was no adaptation of Revista do Ensino do Rio Grande do Sul to social and educational demands during its publication period. A greater occurrence of exercises in reading activities was expected, due to the increase in schooling and the responsibility that teachers transferred to the textbook, bringing the text and ready-made exercises for the application in the classroom