Da compreensão leitora à leitura argumentativa: proposta de caderno pedagógico para o 7o ano do ensino fundamental

• Ano de defesa: 2025
• Autor(a) principal: Hora, Bárbara Virgínia de Araújo Ramos
• Orientador(a): Azevedo, Isabel Cristina Michelan de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Leitura argumentativa; Leitura (Ensino fundamental); Leitores – Reação crítica; Caderno pedagógico
• Palavras-chave em Inglês: Reading; Argumentative reading; Reading comprehension; Pedagogical notebook
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/22885

In the context of teaching reading, mastery of oral and written language has been pointed out as something essential for the complete education of the citizen. However, the low rates of reading proficiency observed in the school practice conducted in the public network of Tobias Barreto/SE have confirmed, with each year of implementation of official assessments, the need to investigate ways that enable the development of reading comprehension skills for argumentative texts, seeking ways to lead students to understand different points of view, especially through information that is not only explicit but implicit as well. Thus, this research applied to the school environment, based on the conception of reading with a focus on interaction, aims to explore differentiated texts that utilize various codes (verbal, visual, auditory, among others) in order to develop reading and argumentative comprehension. To substantiate the work, the conception of reading and reading comprehension, this teacher- researcher is based on the conceptions of Kleiman (2002), Marcuschi (2008), Antunes (2009), Bertin and Angelo (2019), Perfetti, Landi, Oakhill (2013), and Solé (1998). In this sense, in order to emphasize reading comprehension of argumentative texts, the ideas of Azevedo et al. (2023) and Almeida, Spinillo, Lima (2019) are mobilized. Regarding the understanding of argumentative reading, the works of Grácio and Mosca (2016), Azevedo, Reis and Monte (2021), and Azevedo, Batista, Hora (2024) were consulted. At all stages of constructing the theoretical foundation, the guidelines presented in the National Curriculum Parameters (1997), as well as in the National Common Curricular Base (2017), were observed. As a pedagogical resource derived from this research, a Pedagogical Notebook is proposed, composed based on the concepts of Azevedo and Freitag (2020). The methodology of this research includes the characterization of the school, a detailed description of the results in official assessments, a comparison of the results identified at the state and national levels, and the presentation of the Pedagogical Notebook, which consists of activities appropriate to the age group and the social reality of the students, aiming to enrich reading and interaction activities in the classroom. Finally, the analysis of the results obtained from the implementation of the proposed activities in the Pedagogical Notebook, among which we can mention the development of reading comprehension skills, such as greater attention to the information contained in non-verbal language, the ability to make inferences, critical thinking, and also greater engagement and participation in the questions proposed for discussion in order to understand the viewpoints present in the texts.