Estratégias metacognitivas e sociocognitivas no processo de ensinoaprendizagem da leitura intertextual

Abstract

This research is a proposal of the Programa de Pós-Graduação Mestrado Profissional em Letras (PROFLETRAS) that considers the development of problem-based investigations diagnosed in the elementary school classroom as fundamental, and we develop an intervention proposal in an attempt to positively interfere with problems presented. From this perspective, from the experiences as a Portuguese Language teacher in a public school, and through the results of the systemic assessments, we find that many students have difficulties in reading. Therefore, this paper aimed to verify the contributions of the development of an intervention proposal, with pedagogical intervention activities, through metacognitive and sociocognitive strategies associated with reading strategies. The hypothesis was that one of the students' difficulties in understanding the text is related to the lack of knowledge of some reading strategies, or even not knowing how to use them when they encounter some problems in this processing. We assume that activities of intertextual reading of classic children's stories, worked consciously and reflexively in the interactional process of teaching and learning, can provide subjects with the acquisition of the ability to use their linguistic and extralinguistic knowledge during text comprehension. For the development of these activities, we elaborate reflection and awareness questions to help the learners to know themselves; questions that spell out “how” to use strategies and “why” help in reading; and intertexts aimed at the activation of prior knowledge. The methodology was based on the methodological procedures of qualitative action research that, based on reflective practice, interferes with the diagnosed problems and collaboratively enhances the reality of the subjects involved in the research. To support the proposal, studies were conducted based on Solé (1998), Koch and Elias (2014), Coscarelli (2002), Kato (1999), Koch (2016), Portilho (2011, 2012), Smith (2003), Van Dijk (2017), Vigotski (2008) and others. The analysis of the results showed that this pedagogical practice used effectively contributed for the research subjects to improve their reading results. We hope that this work will contribute not only to improve students' reading skills, but also to provide teachers with more reflection and recognition that we need to constantly improve our theoretical and methodological knowledge in order to intervene positively in the current reality we work with.