A leitura de gêneros textuais em uma perspectiva interacionista, via estratégias: contribuições teóricas e práticas para o ensino

Abstract

The problems we experience in teaching and learning in Portuguese language classes are worrying and challenging. In addition, the results of the external evaluations indicate several deficiencies, mainly in the performance of the reading ability of the students. Thus, this research aimed to develop reading teaching practices in the interactionist perspective, based on the selection of some textual genres and reading strategies, in order to improve the performance of these students. We seek to provide a teaching with effective participation of those involved in the process. For this, this work was anchored, among others, in the studies of the philosophers Vygotsky (1984) and Bakthin (2006), with the theory of interactionism and its contributions to teaching, in the assumptions and relevance of the textual genres, based on Marcuschi ( 2009), Schneuwly and Dolz (2013), and in Solé (1998), Kleiman (2002) and Cosson (2014), authors that highlight the importance of reading strategies for efficient teaching. Methodologically, we developed an action research of a qualitative nature and participant observation. The subjects of the research were the students of the 9th grade of Elementary School of a public school in Montes Claros/MG. The data to demonstrate the difficulty of reading the students of the studied school were evidenced with a documentary analysis of the results already obtained. In order to analyze the reader profile of the class, we applied a diagnostic test and an investigative questionnaire about the student's vision about reading. From the collected data, we elaborated an intervention plan with the purpose of developing classes in the interactionist perspective, based on the genres and in strategies of reading. Thus, the results of the actions analyzed showed that classes of this nature have much to contribute to the teaching-learning of reading, because, in addition to the students showing greater interest in the activities, it was also possible to observe that the interaction, proposed in the actions developed , propitiated the collective construction of knowledge. We hope that this study and the classes developed in the intervention, besides contributing to the improvement of the reading proficiency of our students, can encourage the teachers of the basic education in the search of practices with more effective theoretical foundations for the teaching.