Desenvolvendo a habilidade de leitura através da produção de inferências

• Ano de defesa: 2020
• Autor(a) principal: Márcia Viana Boy de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Inferência; Leitura; Habilidade; Competência; Artigo de Opinião; Ponto de Vista; Letramento; Produção de textos
• Link de acesso: http://hdl.handle.net/1843/34176

Producing inferences is a process that generates new semantic information from other ones that the reader has found in the text. Moreover, this involves previous knowledge and the reader’s relationship with the world. Observing the students of a state school in Minas Gerais, it has been noticing that this process has not performed effectively. Therefore, the objective of this research is to implement a Didactic Gender Project (PDG) that develops inferential reading skills in elementary school students through the reading, analysis and production of argumentative texts (articles of opinion) and texts that use verbal and non-verbal, like cartoons and comic strips. The research will be conducted through workshops with approximately 33 students of the 8th year of Elementary School in Imaculada Conceição public school. In order to support this project, authors related to the subject were chosen, with emphasis on studies of Coscarelli (2012), Dell'Isola (2001), Fiorin (2016), Guimarães and Kersch (2014), Koch (2017) , in addition, the skills proposed by the National Curricular Common Base (BNCC) and by PCNs. The relevance of this research is to have proposed a work that leads students to discuss relevant topics in society, in this case the use of the mobile device in the classroom, positioning themselves in relation to them and defending a point of view. The workshops were held in the classroom during the month of June and July, 2019 and the data were collected through audio and video recordings, as well as journal observation records. The implementation of the Gender Didactic Project allowed students to produce inferences from argumentative texts that dealt with a theme that is part of their daily routine, in this case, the use of cell phones in the classroom.