O ensino da leitura na escola: análise da habilidade de inferência no desenvolvimento da compreensão leitora no 9º ano do Ensino Fundamental II.

Abstract

In this work, we try to analyze and problematize the teaching of reading in Elementary School II, as well as the comprehension and inference skills that are being developed in the external evaluations, especially the SAEPE (Pernambuco teaching evaluation system). We therefore seek to present a brief theoretical discussion about external evaluations, especially those carried out in the state of Pernambuco SAEPE, and how it deals with reading teaching, as well as to reflect on how the results obtained by these evaluations can contribute and influence essentially for the accomplishment of methodologies and tools that contemplate the improvement of these abilities and reading competences of understanding and inference and, consequently, to train conscious readers in the construction of sense, giving real and true meaning to the texts. For this, we support all research with the foundations of several scholars on the aspects discussed here: reading and working with the processes of levels of understanding and inference for the formation of a socially active reader subject and the external evaluations their perspectives and contributions to the process of teaching and learning in the field of reading. Subsequently, an intervention plan was designed to bring new possibilities and strategies of methodologies with reading and comprehension and inference processes, which can be used in the classroom, based on the diagnosis made by the teacher through external evaluations and or by themselves, at what levels of learning, reading, and understanding are students and what strategies to use to achieve the desired parameter and thus to try to reduce their deficiencies during the process.