A leitura crítica nos anos finais do Ensino Fundamental

• Ano de defesa: 2018
• Autor(a) principal: BARBA, Washington Luís
• Orientador(a): CAVALCANTI, Jauranice Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Triângulo Mineiro
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Letras em Rede Nacional
• Departamento: Instituto de Educação, Letras, Artes, Ciências Humanas e Sociais - IELACHS::Curso de Graduação em Letras
• País: Brasil
• Palavras-chave em Português: Leitura crítica.; Ensino Fundamental II, tiras.; Atividade contextualizada de leitura.
• Palavras-chave em Inglês: Critical reading.; Elementary School II, strips.; Contextualized reading activity.
• Área do conhecimento CNPq: Linguística Aplicada
• Link de acesso: http://bdtd.uftm.edu.br/handle/tede/561

This research, developed under the Professional Master's Degree in Languages (Profletras) of UFTM – Universidade Federal do Triângulo Mineiro, Uberaba campus, promoted by CAPES, seeks to transform the reading practices carried out by ninth grade class of Elementary School II of a municipal public school in Morro Agudo, São Paulo, Brazil. Because it is a study oriented to educational practice, which seeks contributions for an improvement in the educational context researched, our research is framed as a qualitative action research. Conceiving the language as interaction and reading as a meeting of historically situated subjects, we theoretically support Koch and Elias (2009), Geraldi (2006), Marcuschi (2008) and Britto (2012). After analyzing the textbook used by the series in question, we realized that the comic strips were mainly used to work grammar questions. Thus, we developed a work whose main objective was to form critical readers, that is, readers who dialogue with texts, construct meanings and reflect on what they read. The proposed activities focus on the strip because this genre to be well accepted especially by the group age range of students participating in this research. Besides that, the strips have a large presence in students' daily lives due to their wide circulation in social networks. The development of the research was basically through three phases: application of the diagnostic activity, application of the decontextualized activities of reading and application of the contextualized reading activities. Finally, based on the conception of language adopted by us, we analyze the activities applied in order to verify which applied models was the most favor the achievement of our objectives. Through these analyzes, we noticed that the application of the contextualized reading activities made possible a significant improvement in the readings made by the students involved in this study. Therefore, we defined this activity model as the intervention proposal for the problem addressed.