O ensino das estratégias de leitura na sala de aula: da intervenção pedagógica à progressão das habilidades leitoras/

• Ano de defesa: 2015
• Autor(a) principal: Borges, Ana Paula Bastos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Leitura; Estratégias Leitoras; Prova Brasil; Avaliando IDEPB; Reading; Reading Strategies; Brazil Test; Evaluating IDEPB; LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8929

In this work, we turn our attention to the teaching of reading in the classroom, specifically, to the final series of Elementary School, since, in the 9th year, students have their skills and reading skills evaluated by national instruments, such as the Proof Brazil, and the state, such as the -Approval of the Paraíba Educational Performance Index (IDEPB) ‖. Such instruments have diagnosed a reader with significant deficiency in reading skills and abilities, in addition to this same observation, in the daily practice of our teaching practice, and this leads us to understand that it is imperative that the school systematically invest in a pedagogical process that not only encourages The taste for reading, but also the student to understand what he reads and, thus, to attribute meanings to the text. With this action research, we aim to enable a better development of the reading competence of the 9th grade elementary school students of a state public school, based on the work with metacognitive reading strategies. For that, we have, as a theoretical contribution, the studies developed by Kleiman (2011, 2013), Solé (1998), Leffa (1996), Antunes (2009), Guedes (2006), among others. The research was developed with a 9th grade class of the public school system, composed of 32 (thirty two) students, however, we only considered for this research 18 (eighteen) students, considering that they were present in all Stages of Pedagogical Intervention. Initially, we applied an Initial Probing evaluation, with questions that required the mastery of the skills that make up the I-Topic of the Portuguese-Language Reference Matrix of the IDEPB for the 9th grade. From the result, we verified that the descriptor that aims to Infer information in a text and what it objectifies to distinguish fact of opinion, presented themselves as being the ones of greater difficulty of understanding on the part of the students, so that a plan was elaborated Of action, aimed at teaching the metacognitive strategies of reading that aimed to contribute to the better development of the skills and reading abilities of these subjects. We consider positive the results obtained, considering that the data indicate a significant advance of the students' reading development, regarding the analyzed descriptors. Therefore, we believe in the contribution of this work, both for the students involved in this process, as well as for teachers who work in the classroom, as it can help and point out a possible way to work with reading strategies and, Consequently, the development of the reading abilities of the subjects involved in the process.