http://lattes.cnpq.br/2501241476912796; FERREIRA, Sabrina Silva.
Resumen:
Reading, despite being a topic that has been widely debated in the academic context, over the years, has not achieved significant repercussions in the school, in the sense of training critical readers, as evidenced by evaluations made by the Ministry of Education (SAEB; PISA), as well as research already carried out on the topic. This reality, in our view, is linked, among other factors, to the theoretical methodological aspects that underlie the teaching of reading in the school context. In view of this reality, our main objective is to analyze the
proposed reading of a new School Program entitled Escola Cidadã Integral Program, verifying the (mis) alignment of this reading proposal with the work done by the teacher. As specific objectives, we establish: 1) Identify what is the proposal for teaching reading at Escola Cidadã Integral; 2) Verify the theoretical and methodological perspectives of reading assumed by the teacher of Escola Cidadã Integral; 3) Reflect and discuss the implications of (mis) alignment between the proposed teaching of reading the program and the work carried out
by the teacher with a view to formation of the critical reader. In view of the objectives set, we used as theoretical contributions studies linked to a sociointeractionist perspective of Language, to the Postulates of Sociodiscursive Interactionism (ISD) and the Theory of Activity Clinic. More precisely, we made use of studies on reading based on the works of Leffa
(1999), Leurquin (2001; 2014), Alves (2011; 2014); Hila, 2009, among others; and on the concept of prescribed and real teaching work theorized by Amigues (2004); Bronckart (2006); Clot (2007); Machado (2004; 2007) Medrado and Pérez (2011, 2014), among others. As for the methodological procedures, this is characterized by being of a qualitative nature with ethnographic features. Regarding the means, our study is based on documents and field research. The corpus consists of several segments. The first segment is documentary
concerning the analysis of documents from Escola Cidadã. The second segment consists of the analysis of semi / structured interviews recorded in audio. The third segment consists of reading classes recorded in audio and recorded in observation protocols. The results show that the theoretical approach and reading methodology of the Escola Cidadã Integral Program is not clear, sometimes it takes the interactive approach, sometimes it takes reading as the bottom-up approach to reading. In the same direction, the conceptions and practices of teaching reading by participating teachers corroborate sometimes with the interactive approach, sometimes with the bottom-up approach. Such evidence shows that the work carried out by the participating teachers is in line with the reading education proposal of the
Escola Cidadã Integral Program. This alignment, in our view, has implications for the formation of the student reader, considering that despite the intention to contemplate reading as an interactive activity, there is a predominance of the bottom-up approach, in a traditionalist perspective, an approach that does not account for the complexity teaching and learning to read.
