Motivando a leitura nos anos finais do ensino fundamental: uma proposta de ensino a partir do modelo motivacional de Keller

Abstract

Reading is a very important element for the individual, as it is through it that we expand our knowledge of the world and explore new horizons. Along with it, motivation becomes a great ally to make reading more pleasurable and meaningful (LOIS, 2010). This qualitative work aims to understand and discuss, based on a bibliographic review, motivational aspects of reading in the final years of elementary school. From the general objective, the specific objectives unfolded: to discuss the reading concepts; discuss the concepts of motivation; present the reading from the perspective of official documents; present Keller's motivational model and propose a educational material on reading motivation in the final years of elementary school. The methodology was divided in two moments: (1) bibliographical review and (2) elaboration and discussion of the educational material. In order to flesh out the investigation, the following questions were asked: Reading and motivation are two elements that must go hand in hand so that together they contribute to the formation of good readers, but are our students motivated to read in the Portuguese class? How can Portuguese language teachers provide learning experiences that awaken/motivate the practice of reading in the final years of elementary school? In an attempt to find answers to the guiding questions, we sought theoretical references that deal with: reading concepts (LEFFA, 1996; FREIRE, 1989; KLEIMAN, 2004; PCN, 1998; BRASIL, 2018; REFERENCIAL CURRICULAR GAÚCHO, 2018; among others) and motivation concepts (BZUNECK, 2009; GUIMARÃES, 2009; HUERTAS, 2001; among others). After the conceptual discussion, we approach Keller's (1983) motivational model, which discusses the development of teaching materials focusing on elements that may provide the motivation that we so much seek in Portuguese classes with a focus on reading practice. Finally, we present to the reader the development and discussion of the educational product entitled Reading and the universe of chronicles, based on the concept of didactic sequence by Dolz, Noverraz and Schneuwlly (2004), in the light of Keller's ARCS model and the BNCC. We conclude that the pedagogical product developed may be of great relevance for awakening reading in Portuguese classes in the final years of elementary school, as it encompasses not only theoretical-methodological issues about reading and motivation, but also because it articulates the BNCC that is a normative document that establishes competences and skills that students are expected to develop throughout their school journey.