Propostas de leitura crítica e compreensiva de crônicas para o Ensino Fundamental

Abstract

Research carried out within the scope of the Professional Master´s Degree in Languages at the State University of Montes Claros motivated by empirical observation during my professional practice as a Portuguese Language Teacher at the Monsenhor Gustavo State School from which elementary school students II reach this level of education presenting difficulties in interpretation and comprehension of texts, commonly read in the classroom, since they do not show critical-understanding reading skills, and due to the results of systemic evaluations that also show unsatisfactory results regarding the reading skills of students at this level. The general objective was to develop and disseminate a Book of Theoretical Assumptions and Practical Activities for Critical-Comprehensive Reading of Chronicles. The specific objectives: (I) to explore theories on reading in the discursive perspective of Discourse Analysis, on the theoretical methodological assumptions of reading present in the BNCC, on the Chronicle genre and referring to chronicle reading in elementary school and, (II) to present contributions to the dynamics of chronicle reading classes in basic education and with these objectives, to answer which are the strategic possibilities for reading the chronicle genre in elementary school II. It had as theoretical and methodological foundation the studies of Solé (1998), Soares (2001), Orlandi (2008), Koch e Elias (2008), Bakthin (2003) and Marcuschi (2008), and, the theoretical approach of the chronicle genre, from the perspective of Moisés (1988), Coutinho (1986), Melo (2003) and Candido (1992). The book was developed and it presents the strategic possibilities for reading five chronicles.