Contribuições do ensino de estratégias metacognitivas de leitura no ensino fundamental

Abstract

This study reports the results of an educational intervention project accomplished for the Professional Master of Arts (Profletras), which aimed to teach reading metacognitive strategies for students of the 9th. grade of a public school in the North of Minas Gerais. The hypothesis that guided this study was to verify to what extent the systematic teaching of metacognitive reading strategies improve the relation of understanding and learning that students have with textbooks once large scale evaluations indicate that the investigated universe has low levels of reading competence. Thus, in order to develop reading skills aimed at understanding and learning, five intervention strategies were selected, namely: i) definition of reading objectives; ii) theme identification; iii) identification or construction of the main idea; iv) construction of inferences by activating previous knowledge (that can be performed before and during reading); v) elaboration of a summary. Eighteen hours were spent for the proposal. The results confirm the effectiveness of the metacognitive strategy to the extent that attitudes not observed before in the students could be clearly perceived as attention and selfmonitoring were increased - actions that led to the assessment and control of their own reading comprehension. However, it was latent that the effectiveness and long lasting results will only be achieved from the moment that the activation of metacognitive reading strategies are admitted as a routine and essential for the education, thus allowing learners to incorporate as usual practices making them adopt different postures from those they are used to having towards the text. This consideration places us before the need to understand the importance and the role of metacognitive strategies in order to provide them values and places capable to serve as guidelines for reading education.