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Previous issue date: 2016-12-22 / Ler e compreender s?o duas habilidades que convergem para uma terceira: a de interpretar. Sem d?vida, tais capacidades s?o complementares e indissoci?veis para a compet?ncia leitora que todo professor espera ver bem desenvolvida em seu educando. Sob esse ponto de vista, saber ler impulsiona a informa??o ? reflex?o cr?tica sobre os fatos e para saber posicionar-se diante deles. No entanto, para a aquisi??o dessa finalidade, compreender o texto e a inten??o comunicativa do autor n?o ? tarefa t?o f?cil e requer a execu??o de procedimentos que v?o al?m do decodificar palavras, pois necessita, tamb?m, de desvendar outros elementos expl?citos e/ou impl?citos presentes no texto e que sem a sua compreens?o, a leitura proficiente torna-se limitada. Nessa perspectiva, tra?amos como objetivo geral investigar a compet?ncia leitora dos alunos de uma turma de 9? ano, de uma escola estadual do munic?pio de Currais Novos/RN a partir do uso dos descritores propostos na Matriz de Refer?ncia de L?ngua Portuguesa. Como finalidades mais espec?ficas, propomos identificar as dificuldades dos alunos nas pr?ticas leitoras e intervir, pedagogicamente, para incentivar e contribuir para o desenvolvimento dessa compet?ncia utilizando os referidos descritores como estrat?gias de leitura dos g?neros discursivos not?cia e tirinha. Esta investiga??o insere-se no ?mbito da Pesquisa A??o, cujos aportes te?ricos firmaram-se na concep??o de g?neros, enquanto pr?ticas sociais discursivas, tendo em Bakhtin ([1992] 2006, 2011), os fundamentos para o trabalho com a l?ngua enquanto realidade social, numa perspectiva interacional. Ao que se refere ?s estrat?gias de leitura e compreens?o buscou-se os estudos desenvolvidos por Leffa (1996), Sol? (1998), Kleiman (2000, 2007), Koch e Elias (2006), Oliveira (2010); a elabora??o das sequ?ncias did?ticas organizou-se a partir de Schneuwly e Dolz (2004), al?m de adotar as orienta??es sobre o ensino de L?ngua Portuguesa, contidas nos Par?metros Curriculares Nacionais (1998), assim como autores como Riolfi (2008), Oliveira (2010), Suassuna (1995), dentre outros. Os resultados obtidos apontaram para avan?os significativos no que se refere ao aprimoramento das habilidades de leitura dos alunos envolvidos, indicando que o uso dos descritores como uma proposta de trabalho pedag?gico favoreceu o desempenho dos alunos nas atividades de leitura. Outro aspecto sinalizado foi a contribui??o do estudo dos g?neros atrav?s das sequ?ncias did?ticas para a forma??o do leitor enquanto sujeito reflexivo, uma vez que as estrat?gias de leitura utilizadas provocaram no aluno-leitor uma mobiliza??o de saberes para a leitura aut?noma e cr?tica dos textos lidos. / Reanding and to understanding verbs are distinct meanings and two skills that converge to a third: interpreting. No doubt, such capabilities are complementary and inseparable for the reading competence every teacher hopes to see well developed in their schooling. From this point of view, reading drives the information to critical reflection of the facts and learning to stand before them. However, to acquire this purpose, understanding the text and the communicative intention of the author is no easy task and requires performing procedures that go beyond decode words, it needs also to uncover other explicit elements and / or implicit in the text and that without their understanding, proficient reading becomes limited. In this perspective, we have as a general objective to investigate the reading competence of the students of a 9th grade class from a state school in the municipality of Currais Novos / RN, based on the use of the descriptors proposed in the Reference Matrix of Portuguese Language. As more specific goals, we propose to identify the difficulties of students in reading practices and intervene, pedagogically, to encourage and contribute to the development of this competence using the said descriptors as strategies of reading the discursive genres news and comics strip. This interventional proposal falls under the Research Action, as continuing attempt to improve the pedagogical practice, in view of the intention to organize procedures that could resolve the difficulties in reading and understanding readers of students. The theoretical framework signed in the design of genres as discursive social practices, in Bakhtin ([1992] 2006, 2011), the foundation for working with language as a social reality, an interactional perspective. Regards reading and comprehension strategies, the studies developed by Leffa (1996), Sol? (1998), Kleiman (2000, 2007), Koch and Elias (2006), Oliveira (2010); The elaboration of the didactic sequences was organized from Schneuwly and Dolz (2004), besides adopting the guidelines on the teaching of Portuguese Language, contained in the National Curriculum Parameters (1998), as well as authors such as Riolfi (2008), Oliveira (2010), Suassuna (1995), among others. The results obtained pointed to significant advances in the development of reading skills of the students involved, indicating that the use of descriptors as a proposal of pedagogical work favored students' performance in reading activities. Another signaled aspect was the contribution of the study of the genres through didactic sequences for the formation of the reader as a reflexive subject, since the reading strategies used provoked in the student-reader a mobilization of knowledge for the autonomous and critical reading of the read texts.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23487 |
| Date | 22 December 2016 |
| Creators | Vieira, Luciene de F?tima Dantas |
| Contributors | 10647325420, http://lattes.cnpq.br/2799752911278641, Paz, Ana Maria de Oliveira, 42377650406, http://lattes.cnpq.br/3154455138181144, Sousa, Gilton Sampaio de, 72084499453, Azevedo, Josilete Alves Moreira de |
| Publisher | MESTRADO PROFISSIONAL EM LETRAS - PROFLETRAS, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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