A construção de inferências socioculturais por estudantes do 7º ano do ensino fundamental com base em um módulo didático

• Ano de defesa: 2019
• Autor(a) principal: Souza, Iderlânia Costa
• Orientador(a): Azevedo, Isabel Cristina Michelan de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Leitura (Ensino fundamental); Leitores; Reação crítica; Ensino Fundamental; Muribeca (SE); Compreensão leitora; Inferência sociocultural
• Palavras-chave em Inglês: Reading; Reading comprehension; Sociocultural inference
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11233

Reading is a process that involves interaction between the reader and the text. In this process, the reader needs to establish a relationship between his previous knowledge (linguistic, encyclopedic, contextual and others) with the information given by the text, making inferences, refutations, comparisons, and other comprehension skills. In addition, reading is a social and cognitive practice essential for the establishment of new learning. In this sense, this work of action research is aimed at answering the question: what reading activities can contribute to the construction of inferences that enable the reading comprehension of the students of the 7th year of the Almirante Barroso State College (CEAB) in Muribeca-SE? Faced with this questioning, the general objective of this research is to contribute with the teaching practices that are directed to the construction of inferences by elementary students. Faced with this scope, the researcher / teacher promoted varied activities, organized in workshops, which contributed to the achievement of inferences, specifically sociocultural, so that the student was able to understand the meanings of texts read in the classroom and also in other contexts. Among the theoretical bases that support this research, we highlight Solé (1998), who conceptualizes reading comprehension and approaches reading strategies; Colomer and Camps (2002) emphasize the strategies favorable to the development of reading comprehension and propose exercises that promote this understanding; Dell'Isola (2001) that guides the understanding of sociocultural inferences; Marcuschi (2008) with contributions regarding reading comprehension; Bonini (2014) that shows what cognitive aspects are involved in reading. Methodologically, the following steps were followed: the application of the survey as a previous step for the elaboration of the following steps; pre-test application; application of the sequence of activities that will be divided into two distinct themes in each one - since the group involved in this research has an age-grade reality, it brings together students from 12 to 19 years, so the themes must be adequate to the age groups of the students - , so that there is the development of sociocultural inference of all. As a result of the Professional Master's Degree in Literature, a Didactic Module (MD) was organized, which brings together all didactic activities carried out in class. The results of the probing and pretesting indicate that the students had difficulty in making inference, even from the reading of simple texts, however, this situation changed significantly during the application of the workshops (described in the MD), which bring themes related to the daily life and / or the social reality of the students. From the analysis of the results obtained with the application of the MD activities, students were able to understand the text, extract inferences and evaluate the proposed situations, according to the values, beliefs and knowledge built socially.