A leitura como objeto de ensino e as ações pedagógicas de professores do fundamental I
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Data
2020-08-28
Autores
Furtado, Juceni Medeiros
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Universidade Estadual Paulista (Unesp)
Resumo
Considera-se que tornar estudantes leitores proficientes constitui um grande desafio para os professores. Em face dessa realidade, objetivou-se analisar o trabalho com leitura realizado por duas professoras do 3º ano do Ensino Fundamental I de escolas públicas no município de Limeira - interior de São Paulo. A pesquisa é de natureza qualitativa, de caráter descritivo e foi desenvolvida com base na análise do Currículo Municipal e do planejamento das professoras, observação em sala de aula, entrevista com as respectivas docentes e análise dos resultados das salas observadas, referente à avaliação de leitura elaborada pela Secretaria Municipal de Educação. A investigação partiu do problema percebido por meio dos resultados das avaliações em larga escala aplicadas aos estudantes: Prova Brasil de 2015 e Avaliação Nacional de Alfabetização – ANA, realizada em 2016, que revelou discrepante resultado sobre a proficiência leitora de duas escolas uma com maior desempenho, tendo 88% dos discentes no nível adequado, e a outra com menor desempenho, com 47% dos estudantes nesse nível. As avaliações externas foram usadas como indicativo para seleção do trabalho empírico e também como instrumento de análise, juntamente, com o conjunto de referencial teórico utilizado. Os resultados revelaram a importância de um trabalho de leitura significativa para os estudantes, em que o docente promova envolvimento dos discentes em aula planejada, atrativa e com textos articulados. A pesquisa corrobora com os teóricos que apresentam a importância de promover aos estudantes momentos para vivenciarem as funções sociais específicas de cada gênero textual, que tenham espaço para discussão e sistematização dos conhecimentos que envolvem a produção de sentidos, isto é, a leitura.
It is considered that making students proficient readers is a great challenge for the teachers. Given this reality, the goal was to analyze the reading work, that was accomplished by two teachers of the 3rd grade of Elementary School of Public Schools in the city of Limeira - located in the State of São Paulo. The research is of qualitative nature, descriptive character, and it was accomplished based on the Municipal Curriculum and teachers’ planning analysis, the observation of the classroom, the interviews of the respective instructors and the analysis of the reading evaluation results, elaborated by The Municipal Secretary of Education in the observed classes. The investigation started after the problem was noticed by the results of the large scale evaluation applied to all the students: Prova Brasil of 2015 and ANA - Avaliação Nacional de Alfabetização (National Literacy Assessment) applied in 2016 and revealed a discrepant result about the efficiency of reading, pointed out by two schools: the first one with the appropriate level of student efficiency, as well with the best performance was 88%, the other one showed a lower performance and was 47% of the students efficiency. The external evaluations were used as a selection of empirical research, just as well as a analysis tool, along with the group of theoretical reference used. The results showed the relevance of a meaningful reading project to the students, in which the teachers promotes the learners development in a planned class, engaging and using elaborated texts. The research is endorsed by the theorists who show the importance of providing moments for students to experience the specified social functions of each genre, giving space to discussion and systematization of knowledge that engages production of meanings, which is, reading.
It is considered that making students proficient readers is a great challenge for the teachers. Given this reality, the goal was to analyze the reading work, that was accomplished by two teachers of the 3rd grade of Elementary School of Public Schools in the city of Limeira - located in the State of São Paulo. The research is of qualitative nature, descriptive character, and it was accomplished based on the Municipal Curriculum and teachers’ planning analysis, the observation of the classroom, the interviews of the respective instructors and the analysis of the reading evaluation results, elaborated by The Municipal Secretary of Education in the observed classes. The investigation started after the problem was noticed by the results of the large scale evaluation applied to all the students: Prova Brasil of 2015 and ANA - Avaliação Nacional de Alfabetização (National Literacy Assessment) applied in 2016 and revealed a discrepant result about the efficiency of reading, pointed out by two schools: the first one with the appropriate level of student efficiency, as well with the best performance was 88%, the other one showed a lower performance and was 47% of the students efficiency. The external evaluations were used as a selection of empirical research, just as well as a analysis tool, along with the group of theoretical reference used. The results showed the relevance of a meaningful reading project to the students, in which the teachers promotes the learners development in a planned class, engaging and using elaborated texts. The research is endorsed by the theorists who show the importance of providing moments for students to experience the specified social functions of each genre, giving space to discussion and systematization of knowledge that engages production of meanings, which is, reading.
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Palavras-chave
Leitura, Escola pública, Avaliação, Ensino fundamental, Reading, Public school, Evaluation, Elementary school