Leitura de minicontos: o trabalho com infer?ncias de alto n?vel na sala de aula

• Ano de defesa: 2021
• Autor(a) principal: Silva, Lucin?ia dos Santos
• Orientador(a): Roxo, Maria do Ros?rio da Silva
• Banca de defesa: Roxo, Maria do Ros?rio da Silva , Lessa, Adriana Tavares Maur?cio , Gerhardt, Ana Fl?via Lopes Magela , Pereira, Marli Hermenegilda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Letras
• Departamento: Instituto de Ci?ncias Humanas e Sociais
• País: Brasil
• Palavras-chave em Português: Leitura; Infer?ncia; Conhecimento Pr?vio; Minicontos
• Palavras-chave em Inglês: Reading; Inference; World Knowledge
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/6713

Taking into account the challenges that students face in the process of building inferences within the school environment, this dissertation proposes the investigation of the interpretative process of high levels according to the perspective of Applegate, A .; Quinn, k. & Applegate, M. (2002) and, for that, according to Vargas (2017), takes reading as an integrative process as a basis. The organization of this study is effective from a diagnostic analysis with students of the seventh and eighth year of school enrolled in a municipal school located in Baixada Fluminense, RJ. It is inserted in the field of cognitive and metacognitive aspects as a support for reading comprehension in inferential processes. The planned route intends (1) to identify how subjectivity-reading practices are evidenced in pedagogical situations of comprehension, (2) to analyze, considering the nature of the connections between prior knowledge and information of the text, specifically in terms of the framework constructed by the participants from the establishment of inference, as the inferential process occurs and, finally, (3) to propose pedagogical guidelines that contribute to the expansion of the anchorages made by the students in the generation of inferences in the worked levels. Along the way, it was possible to observe that, to the detriment of the present obstacles, the participants demonstrated a positive performance when asked to answer questions framed in the high inferential levels.