Mediação docente na formação do leitor no ensino fundamental II.

Abstract

The reading has a fundamental importance in people’s live. In addition to being a Brazilian civic right since the citizens admittance in the educational institution. In the learning process of reading in school, we highlight the role of teachers since the performance of their practice will be evidenced from the Events that are being built. The mediation of that professional has a fundamental importance, because of the use and application of strategies in different moments in reading process it wills promoting the increase of ability to understanding of student, and, consequently, the expansion of reading competence. This paper aims to promote reflections and intervention about pedagogical practices which favour the formation of the reader, aiming at their active participation in social practices. This is a bibliographic research and documentary study, it’s includes both qualitative and quantitative character, based primarily in studies from Freire (2000), Koch e Elias (2011),Solé(1998), Bortoni-Ricardo(2010- 2012), among others and official documents provided by the space of research. Thus, it was used as instruments to collect data the results from of the Basic Education Evaluation System of Ceará-SPAECE (2017) obtained by Municipal School Casemiro Pequeno, in ICÓ-CE. Also the study of its Pedagogic-political project. On the basis of the examination of these documents it was carried out an analysis of external evaluation of Portuguese language from SPAECE. In order that its can reflect about results that contemplate the reading by students of Elementary School. Through this analysis, it’s perceived factors such as: lack of teachers in the final years of Elementary School (8 th and 9 th grade in Brazil), absence of school transport service; non-utilization of Library by school community, indiscipline and also turnover of teachers in the early basic education, it was reflectied negatively about results obtained, as well as, specific actions were not planned and executed according to theoretical studies that support this study. Facing this analysis and hoping for a positive change in results, it was made a proposal for an intervention towards Elementary School’s teachers, it’s structured in various modalities of textual genre, whose the objective is to provide the student with the expansion of critical thinking correlating the topics covered in the activities with its daily practices allowing for a reading based on the perspective of the concepts presented here which safeguard practice aimed to interaction; the construction of meanings of the text and the use of prior knowledge as a starting point for autonomous and comprehensive reading.