A concepção leitora da escola contemporânea: uma análise dos pressupostos teóricos que determinam o processo de ensino-aprendizagem das práticas de leitura

• Ano de defesa: 2013
• Autor(a) principal: Correa, Clemilda Félix
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Mestrado em Linguística; UNIFRAN
• Palavras-chave em Português: Concepção leitora; Competência leitora; Gêneros; Interação aprendizagem; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/973

The present research aimed to perform a study about the theoretical conceptions and pedagogical proposals, which underlie educational process of teaching and learning reading practices in public schools in the State of Sao Paulo. We had observed a huge difficulty for the school to work with the ability of teaching reading skills, especially in the first two levels of elementary school learning. This issue has generated discrepancy and difficulty in building up students’ reading competency, especially in a stage called “cicloll” and consequently, in more advanced schooling stages. The unsatisfying results shown through different internal and external evaluation ways used in the country, such as SARESP, SAEB and ENEM, have identified this fact. Aiming to investigate these questions, we used the theoretical conceptions of Textual Linguistic, starting from a deductive methodology, especially the theoretical bases about teaching of reading skills of Koch (2006) and Marcuschi (2008), among others. It is important to understand how the teaching of reading skills should happen in the process of teaching and learning in fundamental school levels, to form a competent reader for different textual genres that circulates our society as social practices. We can presuppose that nowadays, a competent reader is the one who is able to let himself into the society and working world, changing the environment he lives. Therefore, this research has highlighted that the pedagogical proposal of public school in the State of Sao Paulo has its theoretical bases up to date, but when it comes to practice, it is not able to be effective, due to interferences of various problems inside classrooms that harm and do not permit that the theoretical and practice happen simultaneously, to build up the abilities and competencies of the contents which are essential to student’s learning and evolution in each year of schooling. Key words: reading conception; reading competency; genres; interaction; learning.