Jogos de leitura: possibilidades para promoção do engajamento na leitura

Abstract

Reading is the path to human development and growth. It is through it that man integrates socially and stands out as a thinking and rational being. In today's contemporary and technological world, its practice has become even more necessary, requiring new behavioral profiles. In this context, the conception of teaching and learning to read is broadened. Students, teachers and school must assume distinct but complementary roles. In view of this reality, this research sought to point out the difficulties in reading a 9th grade class of elementary school II of a state school of Claro dos Poções, MG, and discuss strategies to promote reader engagement in the reading process through the elaboration of an intervention proposal that contemplated new teaching and learning strategies. To this end, a qualitative approach was adopted, following as methodology the action research of Thiollent (1986), since it is intended to transform reality. Regarding nature, the research was applied, since it aimed at practical application in search of the solution of a detected problem. With regard to the objectives, the research was defined as explanatory, because it sought to know and explain a phenomenon. The procedures adopted were characterized by the collection of bibliographic data for the construction of the theoretical framework and is defined as a participant research for the interaction between those involved in the research. The theoretical approach was based on the studies of Kleiman (2002), Zilberman (1988), Solé (1998), Leffa (1996) among others, on the reflection on reading, its current relationship with the school and students, its objectives and its interactive relationship; in Mortimer (1997) in the identification and definition of reading levels; Solé (1998), Kato (1990), Kleiman (2002), Vianna (2013), among others in strategy planning and gamification; and for the elaboration of the Educational Intervention Proposal we were guided by the studies of Thornburg (1996). Thus, the research involved the application of initial activity involving questionnaire, reading and understanding of different textual genres to evidence the real difficulties of students, through a focus group, the elaboration and application of the educational proposal of intervention and the application of the final activity. The analysis of the data obtained allowed us to conclude that the study of diversified strategies, using as methodology the gamified activities, allowed the overcoming of the difficulties evidenced in reading and contributed to develop a critical and reflective view of pedagogical practice. Thus, we conclude that the study brought students closer to a different reading and reading class than they had been experiencing until then, contributing to the flowering of new teaching practices that value reading and provide the development of reader proficiency in the student.