Leitura inferencial: uma abordagem no 9º ano do ensino fundamental.

Abstract

reading and inference are significant practices that can be explored in teaching textual comprehension. Because of that, this work aims to verify the realization of inferences made by ten elementary school students from the reading of the text “ELA”, by Martha. Medeiros, analyzing which inferences these students use to understand the central idea of the text. From the analyses, it was found that the students made inferences of the following types: local, global, controlled and automatic, as well as resorted to the use of prior knowledge, beliefs, motivations, assigned to reading the ELA text. Theoretically, we dialogue with Kintsch and Rawson (2013), Kleiman (1996, 1995, 2009, 2008), Solé (1998), Coscarelli (2002), Marcuschi (1885, 1989), Martins (2012), Koch (2007, 2002), Campos (2009), and others.