A interação aluno-professor-aluno nas aulas de leitura

• Ano de defesa: 2008
• Autor(a) principal: Franco, Cleide Aparecida Nunes da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Leitura - Estudo e ensino; Interação; Leitura; Ensino; Aprendizagem; Sentido; Interaction; Reading; Teaching; Learning; Meaning; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15333

This dissertation presents the results of a research project carried out upon the theoretical framework provided by Social Interactionism. Due to our involvement with the Secondary Education and our long teaching experience, we became interested in questioning and discussing the classroom interaction between teachers and students in reading lessons. It happened also because colleagues' complaints about students' performances in reading have become recurring. The hypothesis that guides this research work is that the pedagogical actions that have been undertaken in reading lessons are not sufficient for promoting its effective learning. Therefore, we have analyzed eight Portuguese lessons which were aiming at teaching reading. Our analysis has allowed us both examine and show how the interaction process happened along the reading lesson, which have been recorded and transcribed afterwards for analysis. The participants of this research investigation consist of two fourth-grade and two fifthgrade teachers. Our analysis has been carried out upon the indiciary paradigm, as it was proposed by Ginzburg (1989), for it allowed us analyze indiciary marks that were implicitly or explicitly present and constituting the reading lessons. After analyzing the lessons excerpts, we were able to point that during the reading lessons interaction is repeatedly chopped off, besides, different forms of silencing are recurring as well. These two factors hinder the meaning construction in the teaching-and-learning process of reading from being shared; this way, the teacher's monossemic and factual reading prevails. We were also able to analyze that the reading conception underlying teachers' practice seems to contradict the formal documentation that was supposed to legislate teachers' pedagogical actions, since their practice simply corroborates both the decoding of graphemes and the oralization of the written text. These factors contribute for making the learning of reading stuck: since class situation is not centered in learners, they resist, and their resistance is, for instance, considered by the teacher as lack of interest.