Ensinar e aprender a ler: projetos de leitura na escola

• Ano de defesa: 2019
• Autor(a) principal: Peroza, Odaleia Terezinha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Estudos Linguísticos; UFFS
• Palavras-chave em Português: Leitura; Ensino e aprendizagem; Compreensão da leitura; Hábito de leitura
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3245

Applying for the studies on the process of reading and text comprehension at elementar school level is central for the reflection about pedagogyc practice which have been being developed and so that it becomes possible to improve the rates of proficiency in reading among Brazilian students. Several studies developed in diferente countries such as the ones by Morais (2016) and Perfetti, Landi and Oakhill (2013) reassert, firstly, that the main goal of reading relies on the comprehension of what is read, whatever the reason for reading might be; furthermore, that it is necessary to teach the most effective processes in order to reach comprehension. Thus, our goal is guided to expand knowledge concerning reading, and more specificaly, reading comprehension in scholar contexts, from the analysis of projects for reading proposed by schools within the State Education Network in Chapecó-SC, aiming at evaluating if the motions include basic elements of a Project and if they consider the Psycholinguistic approaches in their conception, besides offering a sample/proposal of a reading Project for our target schools. The research is characterized as documental-qualitative, with an exploratory nature, through the use of an analysis instrument with closed questions (yes, no, partially). The study object is formed by reading projects elaborated by five schools, within the State Education Network in Chapecó-SC, developed along the school year 2018. The analysis showed that the projects lack theoretical foundations and clarifications regarding basic elements necessary for the development of a Project. They are focused on reading incentive and leave out its teaching. In order to help schools under such an important aspect, we offer a reading Project proposal elaborated from Psycholinguistics. The analysis performed allow us to affirm that the schools require public investment directed to the continuous training of their teachers. Besides, it is imperative that a relation of partnership is established among universities and schools, so that recent study results, from academic research, may be available to be applied in elementary education.