Leitura-estudo-de-texto nos anos iniciais do ensino fundamental: construção de práticas e sentidos

Abstract

The reading practice in the classroom is linked, very often, to the artificiality in the development process of the activities. In the reading case whose aim is to study the text, such artificiality can imply as a consequence, a student incapable of comprehending and having a position regarding what they have just read. The theme of this research approached the reading-text-study, based on the following questioning: in which conditions a didatic proposal regarding a reading-text-study could instigate the pupil in the 3rd year of elementary school to stop reading the text in an artificial and very brief way to make it possible for them to understand the need for systematic efforts to construct an interpretive path for the reading? The general aim of the investigation was to analyze and reflect about the process of settling the activity regarding reading-text-study, through the elaboration of a pedagogic proposal, in consonance with the interactionist conception of language and its application in a class of 3rd year of elementary school. The objective aims were: a) to contribute, through the pedagogic proposal, to the construction of a subject-pupil who re-do, continuously, their system of comprehension and reference of world regarding the text in context; b) to comprehend the reading as a literacy practice; c) to identify the routing of the teacher as a mediator in the process of learning and teaching reading; d) to identify how the previous readings contribute to the production of meaning of what is read by the pupil. The methodological aspects met the assumptions of Applied Linguistics (GRANDE, 2011; LOPES, 2006), associated with qualitative research (ANDRÉ; LÜDKE, 2014; FLICK, 2012) and investigation methods of ethnographic research (GRANDE, 2011; TEIS; TEIS, 2006) and action research (ENGEL, 2000) with the use of a field diary (RIBEIRO, 2016) as a tool of collecting data. The theorical contribution met the third conception of language, id est, the interactionist conception (TRAVAGLIA, 1996); (GERALDI, 1997a), the perspectives of literacy (SOARES, 2003); (ANTUNES; OLIVEIRA, 2013), the four models of possibilities with the reading formation work GERALDI, 1997b), the reading levels (MENEGASSI, 2010) and the way in which the teacher is seen as a mediator of reading practices in the scholar environment (RIOLFI, 2008) and (ANTUNES, OLIVEIRA, 2013). For objectives and requirements fulfillment of PROFLETRAS we elaborated and applied, during the third semester of the 2018’s school year, the pedagogical proposal of text reading, related to the textual genre experience report, in a group of the 3rd year, Elementary School, of a rural school of the public teaching network, of the West of Paraná and in total, we counted 52 classes. Afterwards, the results were analyzed from the levels of reading proposed and the posture adopted by the teacher for the effectiveness of the reading in scholar environment, that is to say, the pedagogic mediation. We concluded that the pedagogical proposal helped significantly in the construction of the meanings of a student-subject who continually remakes their references system and world understanding when it comes to the texts analyzed, it was also possible to conclude that the pupil, during the process, as a subject-pupil who re-does, continuously, their system of reference and comprehension of world from worked texts. Therefore, it was possible to conclude that the language conception chosen and the different levels of reading-text-study proposed were pertinent for the expected aims to the investigation to be met.