Mediação e leitura: uma análise das estratégias pedagógicas à luz da sociolinguística interacional.

Abstract

The present work aims to analyze, by the Interaction Sociolinguistics perspective, the pedagogical meditation in reading events in the classroom as teaching strategy. For undertake such investigation, we seek to embass this work in the theoretical-methodological perspective of the Sociolinguística Interactionist from Ribeiro & Garcez (2002), directed to school, especially with Bortoni-Ricardo (2012). We use the observation as research method and as research instrument an observation sheet of classes that were recorded in audio, and posteriorly transcripts and analyzed, constituting the corpus which served as the basis for the analysis of the contextual clues and verbal frames that emerged during the reading events in a class of the 8th year of Elementary School. The results showed that the use of pedagogical strategies in the interactive and dynamic process of the classroom can provide a more meaningful learning of reading through positive interventions of the teacher. We found that the mediation carried out by the teacher was predominantly positive, since it adequately directed the discussions to the theme proposed for class.