A leitura através do currículo: uma análise do PCN de Língua Portuguesa - a compreensão em foco
Arquivos
Data
2012-11-09
Autores
Ferro, Marcela Coladello [UNESP]
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ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação, situada na linha de pesquisa Educação e Infância, discute a leitura como objeto de ensino. O percurso deste trabalho delineia-se a partir de uma análise dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN-LP), no que se refere a concepção de leitura delineada no documento e a sua articulação com o tratamento didático proposto para os quatro primeiros anos do Ensino Fundamental. Neste estudo também discutimos essa relação à luz do referencial teórico das estratégias de compreensão leitora, ao verificar previamente a influência desse pressuposto na composição da proposta governamental. Decorrente dessa identificação, o objetivo foi examinar cada uma das partes que definem valores e funções para o ensino da leitura, admitidos por princípios pedagógicos que tratam da compreensão de textos sob duas nuances aspectuais: o que e como ensinar (conteúdo/metodologia). Frente essa questão, observando essas questões, na análise documental revelou-se que embora a concepção de leitura esteja definida na ideia de ler é compreender, o tratamento didático em contrapartida, não oferece suporte para o ensino da compreensão leitora. Por essa razão apontamos nesta pesquisa a necessidade de aprofundar o assunto em questão e articular outros conceitos importantes para uma prática de ensino que desenvolva as habilidades leitoras dos alunos. Nesse processo, discutimos o ensino da leitura que se assenta nas estratégias de compreensão leitora
This dissertation, situated in research line of Education and Childhood, discuss reading while a teaching object. The course of this work is outlined an analysis the proposal of National Curriculum Core of Portuguese Language (PCN-LP) referring the practice and reading didactic in the first four years of elementary school. Which competes in this study is to investigate the concepts of reading based on the theorical reference of reading strategies comprehension. We note a close relation between the assumptions that underline in the government proposal and this teaching approach, contextualized in production (theory/practical) of American in the 1980s. Due this identification, we examine each of the parts that defines values and functions, admitted pedagogical principles that treating the comprehension of texts in two aspects: What and How teach (content/methodology). Forward this issue, observing this relation and the gaps found in the text content, we contest the document, in your function to guide the teaching of reading comprehension, doesn't reach their goals because they are not precisely defined the theoretical foundations and further by don't generating a didactic consistent for the proposal reading concept. For teaching comprehension, we point that is necessary for effective reading practices with developing skills readers focus. Thus, as part of this review study we present the strategies of reading comprehension (formulating their descriptors to be taught and assessed) as a proposal for teaching reading
This dissertation, situated in research line of Education and Childhood, discuss reading while a teaching object. The course of this work is outlined an analysis the proposal of National Curriculum Core of Portuguese Language (PCN-LP) referring the practice and reading didactic in the first four years of elementary school. Which competes in this study is to investigate the concepts of reading based on the theorical reference of reading strategies comprehension. We note a close relation between the assumptions that underline in the government proposal and this teaching approach, contextualized in production (theory/practical) of American in the 1980s. Due this identification, we examine each of the parts that defines values and functions, admitted pedagogical principles that treating the comprehension of texts in two aspects: What and How teach (content/methodology). Forward this issue, observing this relation and the gaps found in the text content, we contest the document, in your function to guide the teaching of reading comprehension, doesn't reach their goals because they are not precisely defined the theoretical foundations and further by don't generating a didactic consistent for the proposal reading concept. For teaching comprehension, we point that is necessary for effective reading practices with developing skills readers focus. Thus, as part of this review study we present the strategies of reading comprehension (formulating their descriptors to be taught and assessed) as a proposal for teaching reading
Descrição
Palavras-chave
Educação, Compreensão na leitura, Curriculos, Education
Como citar
FERRO, Marcela Coladello. A leitura através do currículo: uma análise do PCN de Língua Portuguesa - a compreensão em foco. 2012. 118 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, 2012.