Entre a reflexão e a ação: o desenvolvimento da habilidade leitora crítica em uma escola pública mineira

Abstract

This dissertation makes part of the Professional Master's degree Program in Languages (ProfLetras) of Montes Claros State University in Minas Gerais, Brazil, and presents results of an action-research method, in the scope of critical reading, fulfilled in a 9th grade class with thirty six students of an Elementary School. This is an interventional research with a qualitative and descriptive approach. Questionnaires and diagnostic activities concerning reading habits were used for data collection. Thus, this investigation was conducted based on the hypothesis which the critical reading would enable students to have reading skills to make them critical, since assessments and tests' research applied indicated low grades of criticism on reading. In this scenario, it was necessary to develop an Educational Intervention Project (EIP) whose purpose was to enable students to acquire critical reading competence so that they could go beyond what is immediately given to them in texts, exercising reflection and the critical point of view. This project was structured in four didactic modules, namely: i. Prior knowledge mobilization; ii. Getting to know textual genres; iii. Working with multimodality and vi. Critical reading: reading, reflecting and transforming. The project was developed in 24 classes of 50 minutes each. This study was based on Textual Linguistics, especially Koch (2008; 2016) and Marcuschi (2008); on reading procedures by Lopes-Rossi (2010); on Fairclough's Critical Discourse Analysis (2001, 2016); on several studies about reading and its relationship with Silva's studies (1984, 2005, 2006, 2008); on the critical reading in Brazil of Freire (1994); and the contributions of Bakhtin (2016) and National Curricular Parameters (1997, 1998). The investigation results appeared that students who did not have a critical reading ability in the beginning, after the Intervention Project, could be able to do it expressively. Thus, it is possible to emphasize that critical reading, based on the study of journalistic and advertising texts in the classroom, has shown a possibility of making students readers more critical and apt to act where they live.