A prática de leitura do Pensar Alto em Grupo: a formação do aluno leitor crítico e a do professor agente de letramento

Abstract

This study has the objective to investigate the practice of reading Group Think-Aloud (PAG), an area of teaching and learning, as a contribution to student education as critical reader and teacher of literacy as agent. Its specific objectives are: analyze how the practice of reading think-aloud with a group of students, in higher education, can contribute to the formation of students as critical reader; discuss what is to be a critical reader and criticality in reading; explain how the analysis and reflection on the actions of the teacher in the experiences of the PAG could (or not) contribute to formation of the teacher as agent of literacy; identify pedagogical knowledge that constitute literacy teacher as agent (KLEIMAN, 2006a), the social event of reading the PAG. The theoretical framework is based on the constructs of the reading (FREIRE, 1983/1986), on the New Literacy Studies (NEL/ NLS) (STREET, 1984/1995; KLEIMAN, 1995/2008; SOARES 1998/2010), on the conceptual metaphor (LAKOFF and JOHNSON, 1980/2002), on the socio-historically situated subject (VYGOTSKY, 1947/2002; BAKHTIN, 1929/2006) and on the Theory of Argumentation (PERELMAN, 1996/2005). It is a critical research-action (KINCHELOE, 1997), within the qualitative design (CHIZZOTTI, 2005), a critical interpretive approach (MOITA LOPES, 1994), which is within the area of Applied Linguistics (LA). The data generation was through the Group Think-Aloud (ZANOTTO, 1995), reflective diary (MACHADO, 1998) and guided interview (GIL, 2009), and the participants were six students of administration in higher education and the teacher-researcher. For analysis and discussion of the data, I chose based on questions: 1 The practice of reading Group Think- Aloud, in higher education, can contribute to the formation of students as critical reader? 1.1 What is to be a critical reader? 1.2 What is the critical reading? 2. As the analysis and reflection on the actions of the teacher in the experiences of the PAG could (or not) contribute to the formation of the teacher as agent of literacy? 2.1. What are the pedagogical knowledge of literacy teacher as agent in the social event of reading the PAG? The data revealed that the practice of reading researched favors interaction, allowing the construction of readings that subsidize student placements, and depends on the attitudes of the teacher to elicit the voices and does not mute them. In practice the PAG, they exercised an attitude of critical readers, but this requires continuity training, because it is a continuous process the act of learning