CÉZAR, K. S. T.; http://lattes.cnpq.br/4435666625454866; CÉZAR, Kátia Soraya Teixeira.
Resumen:
This research, exploratory, descriptive and applied, aimed to observe and evaluate the
reading competence of students of the Police College High School Military Alfredo Viana.
From the conceptions of readings that guide teachers, we seek theoretical and practical
concepts in reading instruction. Efetivarmos for this purpose, we work with theories of
linguistics Textual (LT), Theory of Enunciation and Discourse Analysis (AD) as
subsidies for the teacher to know them and from then on, elaborate strategies of
different readings, in particular the novels. Our goal was to present reading as a practice
partner interactional, dialogical, historical, cultural and social, and that is a slow process and
that appears from time to ultimate goal, which is a practice of intellectual authorship and
knowledge. For both we support the work of ORLANDI (1978.2012), KOCH
(2011.2012,2013), KLEIMAN (2011,2012,2013),
TFOUNI (2010), Coracini (2005), Indursky (2010), YUNES (2005) Marcuschi (2010),
among many others that inspired us in the role of active player, interactive nature
through the mobilization of the text directions, dialogue and interdiscursos that underlie the
text and is the reading process. The reading strategies started in the classroom with activities
and workshops called reading shows, seminars, theater, skits and short films. In this way
we conduct our students with the written purpose of theater and film production, in which
students draw up roadmaps from novels to act. Assessing the initial situation and end of
classes under the guidance of teachers grounded in theories, we believe that the proposals
contributed to reading practices as a social and interactional activity with a view to
overcoming practices of insufficient readings in the school context, since there has been
progress with a good percentage of readers / students.
