Competência leitora e conto popular: uma proposta de intervenção para o ensino fundamental II.

Abstract

The present work has the theme reading and the development of reading competence through strategies. Its purpose is to investigate the reading process as an important tool for the development of citizen practices in language learners. To reach this goal, we discuss the conceptions of reading present in school practices; we analyze and describe the conceptions of reading that underlie teacher theory and practice; and we propose contributions to the teacher from a pedagogical intervention based on an innovative proposal for reading teaching. In the light of the interactionist approach, which aims to study language as a social practice, the theoretical foundation followed in this research centered in the studies of Solé (1998), Oliveira (2010) and Marcuschi (2008), among others. It is an ethnographic research developed through the observation of the practice of the collaborating subject, in order to analyze and describe the conceptions of language, reading and their approach in the classroom. The nature of the research is qualitative, since it occurs the interpretation of data in relation to the questionnaire and the classes observed. The corpus collected at a municipal school in the city of Lagoa, Sertão Paraíba, in a class from the 6th year of elementary school II. The instruments used to carry out this research were a questionnaire and an information sheet of observation of lessons. The analysis of the data has led us to conclude that although the collaborating teacher is aware of the conceptions of language and reading based on productive teaching approaches, he still cannot establish a practice that effectively contributes to the development of skills necessary for the competent reader. Therefore, its practice is still rooted in an approach to traditional teaching. In view of this, we propose an intervention with the intention of contributing positively to the teaching of reading, in the form of a Pedagogical Notebook, containing activities that involve reading through strategies pertinent to the development of reading competence using the popular genre. This choice, in the school context, becomes valid and important, as it allows not only the development of a proficient reader, but also its pedagogical use includes written and oral practices.