Inferências lógico-pragmáticas: uma proposta didática aplicada ao 6º ano do ensino fundamental

Abstract

The data of reader proficiency of Brazilian public school students have located Brazil in late positions in world rankings of reading. This means that many individuals may be advancing in education without consolidating basic reading skills. Added to this, there is our experience in classroom which indicates that many Elementary School students’ reading difficulties are due to the inability to infer. From this, this research has questioned in which extent the work with logical and pragmatic inferences in humorous texts can contribute to the development and/or consolidation of the ability to perform inferential reading of students of the 6th year of Elementary School? Hence, an Educational Intervention Project (26 class hours) was prepared and implemented in a class of a city school of Montes Claros (MG), in order to contribute to the amelioration or resolution of this problem. Through this action research of explanatory perspective and quantitative and qualitative nature, it could be concluded that working with the logical and pragmatic inferences made possible a significant amelioration of difficulties in producing inference authorized by the text. Furthermore, the results also show the importance of teaching reading strategies, especially inferentiation, in constructing text sense representations. However, we alert to the fact that reading projects need to be constant and continuous, in order to reap fruits with consistency.