Vamos resolver casos? Estratégias de compreensão leitora com textos literários para turmas de 2º ano do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Cavalcante, Maria Gilliane de Oliveira.
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Programa de Pós-Graduação em Letras; UFPB
• Palavras-chave em Português: Estratégias de leitura; Estratégias metacognitivas; Compreensão leitora; Ensino de literatura; Literary education; Literature teaching; Metacognitive strategies; Reading comprehension; Reading strategies; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32232

This research entitled Shall we solve cases? Reading comprehension strategies with literary texts for 2nd year elementary school classes, in the Postgraduate Program in Literature and in the line of research: Literary Readings, its main objective is to analyze the difficulties faced by teachers in teaching metacognitive reading comprehension strategies, proposing activities with books by Milton Célio de Oliveira Filho in 2nd year elementary school classes. The role of children's literature within the school context is unquestionable, especially with regard to the development of reading and understanding. However, many authors, such as Saldanha and Amarilha (2018) and Faria (2010), reveal that the majority of teachers who work in the first years of elementary school have shortcomings and difficulties in mediating literary texts in their pedagogical practices. Sometimes, they lack methodological procedures that protect the artistic and aesthetic content present in these works. In this context, this study identified the main difficulties faced by teachers in relation to teaching with literary texts and the use of reading comprehension strategies. The methodological approach is qualitative, characterized as a case study and, as instruments for data collection, we chose to use semi-structured interviews and a questionnaire with four teachers from a school in the peripheral region of João Pessoa - PB. This study consists of four chapters and final considerations. The results of this research revealed that, according to the teachers, the most challenging metacognitive reading comprehension strategies for teaching are inference, summarization and synthesis. Based on these findings, we propose the implementation of systematized activities aimed at teaching these strategies, which contribute to the promotion and promotion of literary education.