Uso de estratégias de leitura no contexto da residência pedagógica em língua portuguesa: uma experiência com alunos do 8º ano.

Abstract

In the present work, we take a look at the reading done by 8th grade students from a public school in the city of Araguaína / TO, where we question how these students read the texts worked in class, directing means, use of strategies, for a reading that would lead students to understand the texts. We aimed to detail how these students argued about the texts from the directions given by the teacher, since without them the students would not make inferences about the texts worked. We aim to highlight how the use of reading strategies can stimulate students to report their perceptions, their judgments and recognition about texts through reflection on the text. Therefore, we consider in the foreground the fact that when we read a text and cannot position ourselves from it, we do not produce an understanding reading. We take as methodological procedures of this work, our deductions about the researched class, however, from that we started to act in the case. We sought theoretical basis related to the theme and to support our study we based our considerations on Kleiman (2001, 2010, 2011); in Solé (1998). Given the circumstances, we undertook some reading models and related to the reading done by the students of the class. In view of the vulnerability of the school, regarding the development index, we point out the lack of incentive to read and the factors that contribute to the students' poor performance in relation to Portuguese language activities developed in the UE. The analyzes show that, in both classes analyzed, the students of the class in question demonstrate difficulties related to the reading itself and, consequently, the comprehension and interpretation of the text, which requires stimuli to infer about the meaning of the text. Thus, in the first class, which focused on reading performed by students, we found that they do not set any goal to perform reading, and thus can not formulate hypotheses or understand the texts, these students have reading as an act mechanical; In the second class, where the focus was on the discussion of the text read, we noticed that the class, due to fragmented reading and lack of habit, cannot discuss the text. However, through the procedures we adopted, reading made sense to them.