A mediação do pensar alto em grupo no ensino fundamental II: a interface entre eixos temáticos transversais e eventos de letramento.

Abstract

This study conceives reading as a social practice built through dialogue, through the exchanging of experiences and through interaction. The main goal is to apply the Think-Aloud (TA) reading technique with texts from the transverse axis, both as a contribution for the students’ development as critical and reflective readers and for the teacher as a literacy facilitator. The theoretical framework comprises Coracini’s (1995;2005) concepts of reading, the literacy studies (KLEIMAN 1995; 2006; SOARES 2006, STREET, 2014), the co-construction of the senses in verbal interaction (PONTECORVO, 2005), (BAKHTIN, 2003) notion of the subject constructed socially and historically, and (FREIRE, 1987;1996) critical literacy. The methodology used was qualitative of interpretative nature, (BORTONI-RICARDO, 2009), through which an Action Research (THIOLLENT,1986) was conducted so as to focus on my practice as a mediator and caster of the students’ voices. The study was done with a group of seven students from a public school in the 9th year of Brazilian “Ensino Fundamental”. The tools for collecting data were PAG (ZANOTTO, 2014) and the reflective reading journals (MACHADO, 1998). Data analysis showed the importance of PAG as a pedagogical tool – once it allows students to have a voice and to exercise their subjectivity while stimulating argumentation and the building of criticism. The use of questions as a mediation tool motivated reflection and incited interaction among the participants. At the end of the process, it is possible to state that there was a reconfiguration of my practice, for I took on the role of mediator and literacy facilitator.