O ensino da Língua Portuguesa com ênfase na leitura na transição do Ensino Fundamental I para o II

Abstract

This work, which is within the area of Applied Linguistics, aims at: 1. investigating social practices of reading (STREET, 2014) and group think-aloud (ZANOTTO, 1992, 1998, 2014, 2016), in order to seek new conceptions theoretical-methodological that can contribute to paradigmatic changes in favor of a reading teaching that promotes the reader to criticalness and responsiveness with the possibility of rescuing interest in reading in the transition from Elementary School I to II, mainly in relation to reading literacy texts that present semantic incongruities; 2. To analyze my practice through critical action research (KEMMIS; McTAGGART, 2005), that is, to verify how the interaction happened between me and the students, who participated in social reading practices through group think-aloud. The questions that guided this research and which I sought to answer were: 1. How is it possible to build dialogical relationships and responsive actions among students, through the practice group think-aloud? 2. How does this dialogical literacy practice called group think-aloud enable changes in the formation of the students as readers? It is a work of a qualitative nature (CHIZZOTTI, 1998), whose theoretical basic is the conception of a liberating education according to FREIRE (1967, 1978, 2014) and dialogism in BAKHTIN (2013) and the practice of literacy in a social perspective, developed in group think-aloud. Data were analyzed from the interpretation of the interrelationship of the subjects involved in social practices, considering their intersubjectivities and the group’s decision regarding the readings that were relevant to them. The data generation instruments were: the group think-aloud; non-directive interview in group (CHIZZOTTI, 2006); reading diaries (MACHADO, 1998). The research participants were students enrolled in the 2018 school year, in the 6th grade of Elementary School in the South Zone of São Paulo. I participated as a researcher-teacher and a mediator during reading practices. The obtained results revealed as we give space to the collective construction of the sense’s text, students make use of cognitives processing and develop inferences that contribute to the interpretation of literary texts. The results also showed that this social literacy practice, which according to Zanotto (2016), allow students can to think by themselves and contribute to the formation of a critical, reflective and responsive reader. It also helps to eliminate exclusion, because those who at other times feel excluded, find space to participate and their voices are welcomed by the group. This work of constructing the senses of the text collectively also generated progress for reading and interpretation in the moments of individual testing