Leitura no ensino fundamental II: uma proposta para a formação de mediadores.

Abstract

The present study discusses the role of the Elementary School II teacher in the face of the reading mediation process and, therefore, of the formation of readers in a scenario that requires the presence and uses of textual genres, especially in Portuguese language classes in Basic Education. . In this direction, the present work aims, in general terms, to understand the role of the teacher as the main responsible for reading training in the school environment in order to achieve an effective and meaningful practice, in order to propose changes in the reading mediation practices adopted in the school. Elementary School II. Specifically, it aims to: Address, from a theoretical perspective, the intrinsic relationship between reading concepts and the training and performance practices of reading mediators; Discuss problems and perspectives that affect the mediation of reading in Portuguese language classes in Elementary School II; Develop a proposal for an extension course applicable to the training of reading mediators, in order to enhance the reading practices in Elementary School II. The present research, which is essentially bibliographical in nature, adopts the concepts and practices of reading in a discursive perspective, from the theoretical and methodological foundations of Applied Linguistics, indispensable for the analysis and understanding of the mediation relations of reading practices in the school context of Elementary School II. At the end of the discussion, it presents the pedagogical product, generated from the theoretical-methodological discussions developed throughout this work, which consists of a proposal for an extension course applicable to the training of reading mediators who work with Elementary School II schools.