O papel da escola na formação do leitor: uma proposta de encaminhamento
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Data
2020-03-06
Autores
Ruiz, Alcione Lopes
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho é o resultado de uma proposta de leitura de base sociointeracionista e dialógica, sob o viés do Letramento, planejada e aplicada a alunos de 7° ano do Ensino Fundamental II, durante as aulas de Língua Portuguesa. Partindo do pressuposto de que a língua é um órgão vivo e o ensino de língua materna reside em práticas socialmente constituídas, buscou-se, na integralidade do texto, a escolha de estratégias para sua compreensão e associações com o universo que o cerca, de forma a incorporar os conteúdos e habilidades atinentes, sem que o mesmo fosse pretexto, mas o foco de uma ação. Foi contemplada a leitura em suas facetas linguística, interacional e social, trabalhadas desde o processo de decodificação, compreensão, interpretação e extrapolação do texto escrito, principalmente, e o multimodal como complementar. O intuito de tornar a sala de aula um espaço de leitura que legitimasse o papel da escola na formação de leitores autônomos, fluentes e críticos, se deu, oportunizando o contato com a literatura, simultâneo ao olhar questionador para com a realidade. O romance Vidas secas, de Graciliano Ramos, foi a obra que conduziu as atividades e possibilitou que os alunos, agentes nesse processo, concluíssem que a leitura tem papel transformador.
The present work is the result of a proposal for reading Sociointeractionist and Dialogical bases, under the Literacy bias, planned and applied to 7th grade students of Elementary School II, during Portuguese Language classes. Based on the assumption that language is a living organ and the teaching of the mother tongue resides in socially constituted practices, the text sought to choose strategies for its comprehension and associations with the universe that surrounds it, in order to incorporate the relevant contents and skills without being a pretext, but the focus of an action. Reading was contemplated in its linguistic, interactional and social facets, worked from the process of decoding, understanding, interpretation and extrapolation of the written text mainly and the multimodal as complementary. The intention of making the classroom a reading space that legitimized the role of the school in the formation of autonomous, fluent and critical readers, took place by providing contact with literature, simultaneously with the questioning look towards reality. The novel Vidas secas, by Graciliano Ramos was the work that led the activities and enabled the students, agents in this process, to conclude that reading has a transforming role.
The present work is the result of a proposal for reading Sociointeractionist and Dialogical bases, under the Literacy bias, planned and applied to 7th grade students of Elementary School II, during Portuguese Language classes. Based on the assumption that language is a living organ and the teaching of the mother tongue resides in socially constituted practices, the text sought to choose strategies for its comprehension and associations with the universe that surrounds it, in order to incorporate the relevant contents and skills without being a pretext, but the focus of an action. Reading was contemplated in its linguistic, interactional and social facets, worked from the process of decoding, understanding, interpretation and extrapolation of the written text mainly and the multimodal as complementary. The intention of making the classroom a reading space that legitimized the role of the school in the formation of autonomous, fluent and critical readers, took place by providing contact with literature, simultaneously with the questioning look towards reality. The novel Vidas secas, by Graciliano Ramos was the work that led the activities and enabled the students, agents in this process, to conclude that reading has a transforming role.
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Palavras-chave
Ensino fundamental, Língua portuguesa, Leitura, Elementary school