Letramentos: utilização de estratégias de leitura de gêneros textuais numa perspectiva interacionista para o desenvolvimento da proficiência leitora de uma amostra de alunos do ensino fundamental II

Abstract

The need to come up with and carry out a pedagogical intervention project has been observed with the aim of reducing students' deficiencies in the comprehensive reading process. This has been done through empirical observation and analysis of student results in reading activities and systemic assessments of text comprehension. This assignment has been based on the following question: Taking into consideration the sociodiscursive interactionism as well as the reading strategies of textual genres in the real context of the student's experience, has the teaching of how to read provided the effective involvement and the development of reading skills that are essential to the formation of a literate individual? In order to answer the question presented above, our general objective has been to highlight the use of strategies in the practice of reading and understanding textual genres. The use of such strategies has been considered as a means of improving the reading proficiency necessary for literacies. Specific objectives have also defined at the theoretical, practical and methodological levels. The theoretical basis has been, among others, on the thoughts of Bakhtin (2003), Marcuschi (2008, 2010, 2011), Bronckart (2012), Koch and Elias (2017), Solé (1998), Soares (2003), Kleiman ( 1995, 1997, 2002), Rojo (2004). The action research method of qualitative design has been used to perform this assignment. Students from the same class who had been in school for eight years and enrolled in March 2019, (Municipal School Rozenda Zane Moraes de Montes Claros / MG) have been invited to participate in the research. Observed data has been collected through a questionnaire and reading test. Such data has been described and analyzed in view of the research objectives. The analyzed results have made it possible to declare that the use of reading strategies has promoted a significant advancement in students' knowledge. Such knowledge is related to the genres that were analyzed and also to the behavior that an active reader must have towards linguistic material to understand it and, thus, develop literacies.