Concepções e modelos de leitura: um estudo das contribuições de pesquisadores da linguística aplicada do Brasil.

Abstract

Reading is a process that involves the thoughts and the language as to realize it, the reader decodes the words, interpret and reflect on what he/she read, activating their previous knowledge and about the world. Motivated by these reflections on factors that involve the reading process, foreign researchers from the areas of psychology, education and applied linguistics developed studies on reading models. In this sense, we realize that studies guided by these theoretical models of reading were made by Brazilian researchers as Kleiman (1982; 1989), Kato (1985), Leffa (1989) and Moita Lopes (1996), as seeking the contributions to the study reading. Thus, this research aims, in general, to present and to discuss the theoretical contributions of researchers at the Applied Linguistics (LA) of Brazil what were made by theoretical models of reading formulated by foreign researchers, among the 60 of the twentieth century and the early decades of the century XXI, for this, we seek to identify the theoretical models of reading proposed by foreign researchers, to find the theoretical models of Brazilian researchers in LA, as in mother tongue area as in the foreign language area, we aim to explore their research and point out the particular characteristics proposed by these Brazilian researchers to the theoretical models adopted. To this end, we have considered in Goodman (1967, 1973, 1987), Smith (1970.1989, 1997, 1999), Gough (1972, 1990), and Samuels Laberge (1973, 1974), Rumelhart (1981), Stanovich (1980), Just & Carpenter (1980), Kintsch & Van Dijk (1978) and Foucambert (1989), which are researchers who bring theoretical models of reading, and Silveira (2005) and Terzi (1995), which bring contributions on the models of these researchers. The corpus of this research consists of twelve works of Brazilian researchers that address reading. In them, we try to see that contributions that were made to the reading models already formulated. Through the analysis, we conclude that researchers LA from Brazil, as in the mother tongue area as in the foreign language area, have contributions that refer to the dissemination of reading theories and the association of these theories to teaching and teacher training. Researchers analyzed, Mary Kato, Angela Kleiman, Luis Paulo Moita Lopes and Vilson José Leffa, the relevant theoretical models of reading, playing from his works, the cognitive conceptions, structuralist, interactive and sociodiscursive and making notes personal. Thus, the particular characteristics point to theoretical models presented and adopted and relate them to the teaching, Brazilian researchers contribute positively about these theories, not just reproduce.