A leitura como experiência sociocognitiva em uma turma de 5º e 9º ano do ensino fundamental.

Abstract

This paper has envisioned understanding the importance of reading as a socio- cognitive skill in the training of students of the final series of the Fundamental Education I and II in two state-owned schools in the city of Petrolina, State of Pernambuco. It has been investigated how the students build knowledge from what they read; which reading strategies serve as support to the inference of the meaning of the text; which knowledge they mobilize in this activity; and, finally, what kind of critical analysis they can achieve from what they read, resulting therefore in the development of a socio-cognitive reading competence. The design of language herein applied has considered the language as an interaction process, following the theoretical assumptions of Kleiman (2011), Solé (1998) and Marcuschi (2008). Furthermore, it has been quoted other theorists who deal with the same theme. Descriptive and qualitative in nature the research has been conducted in loco on the subjects and their actions in the practices of reading, in the elaboration of strategies and in the development of skills, which conducts to the formation of reading competence, with a view of the socio-cognitive aspects of learning. The research has enabled the identification of different levels of competence in socio-cognitive reading in the same classroom and has pointed to the need to perform a work aimed at the development of these levels. As a result, this paper aims to present a proposal of a model of didactic sequence activities and its elaboration based on Schneuwly and Dolz (2004), who have proposed a didactical sequence with specific modules for the development of different levels of socio-cognitive competence during the process of reading by learners in their mother tongue.