Estratégias cognitivas: propostas didáticas para a formação de habilidades leitoras no Ensino Fundamental II

Abstract

The present work addresses concepts of reading, cognition, metacognition, learning to read and critical reading with a main focus on literary and expository-argumentative texts, with a view to presenting didactic strategies and proposals that can stimulate the reading comprehension of students in the final years of high school. Fundamental, since the mere decoding cannot be considered as reading itself. We consider a good reader to be someone who goes beyond that and is capable of making inferences, making comparisons and associating what has been read with his/her daily life. Then, we inquire about the real difficulties in relation to reading and understanding literary and argumentative texts, presented by students of the 8th year of Elementary School II at E.E. Prof. Alcides de Carvalho; as a proposition of activities that aim to stimulate self-knowledge, the way one learns and the steps to reach a proficient interpretation will help the student to better understand the texts read and, finally, what activities can be developed with this objective. As a theoretical reference, we are based on Solé (1998), Cavalcante & Ribeiro (2017), Fonseca (2014), Flavel (1987), Jou and Sperb (2006), Valarini (2012), Compangon (2009), Kleiman (2004) , Lima (2012), among others. Due to the Covid 19 pandemic, supported by resolution N. 003/2021, in its first article, we did not apply the research until the time of our defense, although our desire to do so was enormous and, soon, with sure we will. Therefore, our research had a propositional nature, as we present proposals that can contribute to the current scenario of public education in Brazil, qualitative and interpretative, since, regardless of numerical representation, we are concerned with knowing the real difficulties of students by through external exams, more specifically the diagnostic evaluations proposed by SIMAVE, from which the discrepancies in the class were identified. After that, we present didactic proposals to reduce them.