Uso dos “readers” nas séries iniciais do Ensino Fundamental I

Abstract

This paper has the objective to verify the use of paradidactic book Readers with students who are in process of literacy in Portuguese. This study case examined the application of the books with students of two classes of the elementary school first year. For the collection of the data has been used questionnaires and audio recording of the classes. The research developed using the paradidactic books was based on the concept of Social Activity proposed by Liberali (2009, 2012) that promotes interaction between students and teacher in real situations of the use of the English language, favoring the creation of the Zone of Proximal Development (Vigotski, 1998). There was also the need to re-elaboration the paradidactic material for the prior knowledge of the student contributes to the acquisition of new knowledge in English language and therefore I considered the guidelines of Leffa (2003), Ramos (2009) and Tomlinson (2010). The reading strategies suggested by Clarke (2012) and Lajolo (2001) contributed to the creativity of the application of pre activities, during and post-reading. The results showed that participants used the English language in the classroom with contextualized and meaningful activities in the process of teaching-learning according to reading the titles of paradidactic books Readers.