A interação face a face no aqui e agora da sala de aula: processos de mediação em eventos de leitura no 9º ano do ensino fundamental.

Abstract

Reading is a complex activity that requires the reader to be able to mobilize linguistic, textual, encyclopedic and contextual knowledge. In order to become a competent reader, the student needs to develop skills that require the teacher's assistance. In this line of discussion, the present work has as theme reading and teacher mediation in basic education. It aims to analyze how the mediation processes in reading occur in the 9th grade classroom of Elementary Education, in order to develop an intervention proposal that contributes to the development of students' reading competence. To achieve this objective, we articulated concepts from Interactionist Sociolinguistics in Education as regards contextualization cues involved in the mediation processes in reading in the classroom; we identified and described contextualization cues in the observed reading events. We checked whether the mediation processes in reading events in the classroom constitute relevant strategies for the development of students' reading skills, wich contributed to the creation of a Guide to Pedagogical Guidances on Reading for 9th grade teachers of Basic Education. The theoretical basis was the Interactionist Sociolinguistics in Education developed by Bortoni-Ricardo (2005), which aims to understand face-to-face interaction in the here and now at classroom. This is a education ethnographic research, as it aims to identify what happens in the day-to-day routine of education reading through observation, which was later described and analyzed.The research approach is qualitative, as it seeks to understand phenomena in a context. The research field was a 9th grade classroom of elementary education of the State School Arruda Câmara in the city of Pombal-PB. The constitution of the corpus included the transcriptions of five reading classes. The categories of analysis were the linguistic and extralinguistic contextualization cues. For this purpose, the reading events were recorded so that we could analyze what were the existing contextualization cues and if they contributed to the production of meanings in the texts studied and collaborate for the development of the students' reading formation. The results indicate the mediation processes in reading occurred through the contextualization cues produced in interaction and that such cues functioned as efficient strategies for the development of significant reading skills. For the construction of meanings of the text, the mediation strategies with the use of contextualization cues favor the use of the reading strategies proposed by Solé (1998). As a product, we made a Guide to Pedagogical Guidances on Reading for the 9th grade of Elementary Education, with mediation strategies, aimed at Portuguese Language teaching professionals, as well as students of the Language Studies courses - Portuguese Language. The material is composed of activities that can be adapted to other grades of basic education.