Subsídios da educação em direitos humanos para formação de leitores: uma proposta de atividades com estratégias metacognitivas de leituras

• Ano de defesa: 2021
• Autor(a) principal: Silva, Alexandre Sousa da
• 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: Direitos Humanos; Leitura; Estratégia metacognitiva; Gênero notícia; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/25779

The habit of reading and doing it proficiently is essential, both for school development and for meeting the needs of young people in their daily lives. In this sense, once social relations are taking place, notoriously, in a disharmonious way, it is essential that the school provides critical reading activities on themes related to human rights, in order to contribute to the formation of young people aware of their role. In this way, the present work had aims to carry out a proposal of activities with metacognitive strategies for reading text of the news genre, in a class of the 9th Year of Elementary School, to provide the development of the critical sense of students in favor of training for the exercise of citizenship and respect for human rights. The research characterized itself as, of a source bibliographic and documentary nature, gathering theoretical knowledge that underlies a pedagogical teaching proposal through metacognitive reading strategies. The methodological procedures proposed told initially follow a survey on the reading comprehension levels of the students, go through the development of metacognitive strategies, shared reading of news on human rights themes, and end with an evaluative activity. We theoretically ground our work especially in Benevides (2005, 2010), Carvalho (2014) and Tavares (2010), that discuss theoretical and methodological aspects for the realization of human rights education, the Federal Constitution (BRAZIL, 1988) and the Universal Declaration of Human Rights (ONU, 1948b), that bring the principle of dignity, as a universal human value; Silva (2011), that helps us distinguish hate speech from freedom of expression; Bakhtin (2018), who sees language as a process of interaction between subjects through the production of a textual genre; Koch & Elias (2018, 2019) and Solé (1998), that deal with conceptions of reading and metacognitive strategies to the teaching; the Common National Curricular Base (BRAZIL, 2017), that guides the pedagogical work, through the reading of texts from the journalistic sphere and from the perspective of human rights; Schneuwly and Dolz (2004), who advocate language teaching, from an interactionist perspective and around a textual genre; and finally, in Bonini (2011), comprising the work with genres of journalistic sphere, as subsidy to the formation of critical citizens, aware of their social role.