Medição e leitura: uma análise do processo de mediação docente e da participação discente no 8º ano do ensino fundamental.

Abstract

The following work is about reading and teaching mediation. It aims to analyze the process of teachers‘ mediation and the participation of students in reading classes of the 8th grade of basic education, in order to propose a productive mediation in such events. And, for this objective to be achieved, we recorded reading classes to recognize strategies used by the teacher on the process of classroom mediation; we identified the conventions of contextualization and the interactive framings that emerged during the observed class; we listed the teacher‘s contributions that promoted the students‘ participation; we registered the conception of reading used on the observed class; and we elaborated a proposition of educational intervention to the activities with reading and mediation in the classroom. The theoretical basis used is the Interactionist Sociolinguistics in Education developed by BortoniRicardo (2005). This theory aims to understand what is happening among the interlocutors in a classroom. It is an ethnographic research, initially developed through observation of recorded reading classes, intending to identify the strategies used by the teacher on the process of mediation and analyzing the interaction of the subjects in the classroom. The research is of a qualitative nature, since there is an interpretation of data taken from the analyzed classes. The corpus was collected on a school of the hinterland of Paraíba, on an 8th grade class of basic education. We have used the interview script and the discovery form for systematization of the observation as research instruments. To develop the analysis, the criteria used were the identification of the conventions of contextualization that had emerged during the observed classes and how those interactive framings occur. Besides that, we listed the teacher‘s contributions that promoted the students‘ participation and registered the conception of reading used on the observed class. In the end, we elaborated a proposition of educational intervention to the activities with reading and mediation in the classroom. The obtained results show that the teacher acted as a mediator, since he conducted the process of scaffolding during the reading event, using during this process the contextualization hints that helped the students on the process of reading comprehension. This way, the students had the opportunity to verbalize their thoughts and act as active readers, giving them the opportunity of teachertextstudent interaction. Therefore, we identified that the conception of reading used on the classes was based on the authortextreader interaction. Another relevant point was that the teacher made positive interventions during the interactive framings of the classes, used reallife framings, and his mediation strategies are configured as positive on the construction of the text‘s meaning.