Leitura e construção de sentidos: uma proposta pedagógica com inferências para o 7º ano do Ensino Fundamental

Abstract

Teaching reading is a great challenge for teachers, from the beginning grades until the final ones, since it is not enough for a student knowing how to decode linguistic signs. Actually, much more is needed to make him a proficient reader and one of the skills we consider essential to develop this ability is to make inferences. By understanding the relevance of contributing to this process, we propose a study, with a theoretical propositional nature, that shows as its theme, the teaching of reading and the making of inferences in texts. We started with the following motivating question: What didactic methodological approaches can be carried out with students in the 7th grade of elementary school, to enable a reading practice centered on the inferences present in the texts? The general goal of the research is to propose a didactic unit with reading activities focused on inferences for students that are in the 7th grade of elementary school. We propose working with inferences by studying texts that address a contemporary theme of great relevance to the 7th grade students: artificial intelligence (AI). We understand that it is necessary to bring different perspectives on the topic presented to the context of these teenagers, so that they can develop critical thinking regarding the challenges and the possibilities in the society. The methodological aspects that underpinned the study met the assumptions of Menezes' Applied Linguistics; Silva; Gomes (2009) and Travaglia (2004), associated with the qualitative research proposed by Bortoni-Ricardo (2008), André (2009) and Flick (2009) and the research methods of ethnographic research by Bortoni-Ricardo (2008) as well as well as the action research of Engel (2000) and Chizzotti (2014), having a propositional character. The theoretical contribution of the research was based on the conception of language as verbal interaction proposed by Bakhtin, (2006 [1929]), Geraldi (2019) and Voese (2004), in studies on reading in the classroom by Riolfi et al. (2014), in the conception of language and reading by Geraldi (2012) and in the concept of inference proposed by Botelho and Vargas (2021), Coscarelli (2002), Girotto and Souza (2011), Marcuschi (2011), Menegassi (2010a) and Santos (2008). Furthermore, we used the reading stages proposed by Menegassi (2010c), namely: decoding, comprehension, interpretation and retention. It is expected, with the activities proposed in the didactic unit, to contribute to the Portuguese Language classes, with the development of the reading ability to make inferences in texts, which we consider priority for the formation of a proficient reader, after all, where there is reading, there is inference.