Compreensão da leitura de estudantes do ensino médio : a experiência de um programa de intervenção no IFMT Campus Barra do Garças

• Ano de defesa: 2018
• Autor(a) principal: Lopes, Renata Francisca Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Compreensão de leitura; Intervenção; Ensino médio; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Reading comprehension; Intervention; High school
• Link de acesso: http://ri.ufmt.br/handle/1/3532

This research aims to investigate reading comprehension among high school students of the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT), Barra do Garças campus. This was an exploratory study that has included the voluntary participation of 40 (forty) students enrolled in the first high school year of the IFMT - Barra do Garças campus, who were divided into experimental group (EG) and control group (CG) and submitted to pre and post-tests, interspersed by an intervention activity called Reading Comprehension Promotion Program, which had eight weekly meetings lasting about 3 hours for each meeting. The activities carried out in the intervention stage were composed of reading groups reading workshops and exercises aimed at broadening the student's lexical knowledge, instrumentalize them with the presented reading strategies, as well as foment the development of their reading and comprehension skills. Verbal reasoning, general intelligence, and Cloze tests were also used to assess reading comprehension of the research participants. The theoretical referential was based on Lev Semyonovich Vygotsky, Alexander Luria and Alexis Nokolaevich Leontiev that deal with the relation development and learning. The definitions of language, reading and their comprehension were based on the studies of José Luiz Fiorin, Mikhail Bakhtin, Ingedore Grunfeld Villaça Koch and Wanda Elias, Angela Kleiman, Luiz Antônio Marcuschi. The results show that both groups (EG and CG) improved performance in reasoning skills, general intelligence and reading comprehension after the post-test stage, especially the EG, with a significant difference in relation to the CG. From the results it is possible to observe that the effects of the intervention based on teacher mediation during the Reading Comprehension Promotion Program (elaborated and developed for this study) were positive in order to guide the reading practices with the students who have participated in the study.