O planejamento de atividades de ensino de leitura no contexto da formação inicial do curso de Letras.

Abstract

This dissertation aims to collaborate with studies on reading and teaching planning in the scope of initial teacher training, analyzing teaching materials focusing on the reading ability of students in middle school. The focus of the study is relevant when we verify that in Brazil, few researchers have been researching - regular - around the planning of reading teaching activities, focusing on the precepts of Sociodiscursive Interactionism. In this sense, we propose as a main objective to investigate the conception of students (pre) trainees of the Course of Letters about teaching planning and the implications of such conception in the production of teaching materials for the teaching of reading activities. This research proposal was constructed based on the following questions: 1) What does teaching planning mean for students (pre) trainees of the Language graduation? 2) How does the design of teaching planning of the students (pre) trainees of the Language graduation materialize in the elaboration of didactic material with focus on the reading ability of Middle School students? As a theoretical basis, we used the studies of Libâneo (1994), Luckesi (2001), Menegolla and Sant'Anna (2014) regarding the conception of teaching planning, as well as authors such as Lerquin (2014), Barros (2014), Scheneuwly and Dolz (2004), Costa-Hubes (2014), who contemplate discussions about reading conceptions and didactic sequence within the perspective of Sociodiscursive Interactionism (BRONCKART, 1999). Our research is inserted in the field of Applied Linguistics, relating the work of the teacher in initial formation, language, teaching and learning of Portuguese Language. And, it is characterized, like a qualitative research of descriptive nature, of ethnographic character. It was carried out in the Planning and Evaluation of Course of Letters (diurnal) of a Public University in the state of Paraíba, initially counting on the active participation of eighteen students regularly enrolled. However, given the conditions of applied research, the corpus was reduced to a student-collaborator, in order to develop a more in-depth analysis of the entire process of production of his didactic material. As a result, we verified that the students (pre) trainees were able to plan, apply and reflect on the production of didactic material, considering the school context and elaborating reading teaching activities that advance the mechanistic model, being produced in the context of the didactic sequence with focus on the interactive reading model linked to ISD.