Gênero textual como estratégia para formação de leitores proficientes no 5º ano do Ensino Fundamental: perspectivas didático-pedagógico.

Abstract

This research aims to highlight the importance of using textual genre in the classroom as a reading comprehension strategy for training proficient readers in the 5th year of elementary school, since one of the biggest challenges today is to make students become proficient readers. The main objective of this work is to describe and analyze how the reading and comprehension practices of the textual genres of the students of the 5th year of elementary school in a public school in the Municipality of Barro - CE are carried out, in order to produce an intervention proposal for the work with the reading strategies in the classroom, above all, the work with the implicit information of the texts. This is a descriptive, applied and qualitative research. We take as theoretical support the interactionist textual Linguistics, based on the studies of Koch (2011); Marcuschi (2002), Schneuwly and Dolz (2004); Solé (1998), among others. For its realization, we opted for the interpretation approach based on the guidelines of the Permanent Evaluation System of the State of Ceará (Sistema Permanente de Avaliação do Estado do Ceará - SPAECE, 2018), with regard to the reading and comprehension of 5th year students, as well as the analysis of teaching practices around working with textual genres with a class from that series. The results pointed to the need for the development of systematic practices with the reading process in classes of the 5th year of Elementary School, based on the production of a pedagogical intervention that can alleviate the difficulties faced by the mother tongue learners in this phase of schooling.