Aspectos cognitivos e metacognitivos em atividade de leitura do g?nero conto de mist?rio: a infer?ncia e a descri??o de personagens vinculadas aos conhecimentos pr?vios

• Ano de defesa: 2018
• Autor(a) principal: Nascimento, Andreia Cristina Feitoza do
• Orientador(a): Roxo, Maria do Rosario da Silva
• Banca de defesa: Nogueira, Vanessa Cianconi Vianna, Queiroz, Mario Cesar Newman de
• 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: Cogni??o e Metacogni??o; Leitura; Infer?ncia
• Palavras-chave em Inglês: Cognition and Metacognition; Reading; Inferencial.
• Área do conhecimento CNPq: Ci?ncias Humanas
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/2649

The aim of the present research is to collaborate on the improvement of practices that involve reading in Elementary School and also enable us to understand, during learning, the way the reader thinks at the moment he reads the text, specially mystery narratives, in other words, how the reader utilizes information contained into the text, doing inferences and presenting logical conclusions as answer. Therefore, reading practices directed to students from the ninth grade and prepared with inspiration on Lygia Fagundes Telles?s mystery tale called ?Venha ver o p?r do sol? was analyzed. The theoretical contribution that gave support to this work was based on Cognition and Teaching scope and also on the four levels of reading mentioned by Applegate et al. (2002), with dedication to the high inferential level and cogitations presented by several theorists to define tale genre and mystery narrative. As research methodology, pre-textual activities were created to make students compose the mystery tale genre concept, the inference and the physical and psychological description until the application of the final proposal to the investigation of the participants? reading comprehension on the high inferential level from Applegate et al. (2002). After the application, the teacher and researcher realized that the high level of complexity about the understanding of the question command enables students to executate only one action instead of executating all of actions. She also realized that large questions request for more attention from the reader, creating doubts about the cognitive and linguistic process that involves reading.