A construção de sentidos na atividade de leitura: o pensar alto em grupo como possibilitador da formação do leitor responsivo

Abstract

The present study focuses on the theme of dialogicreading practice in high school education. In this context, here search is part of the Applied Linguistics research line with in the Post graduate Program in Literature at the Federal University of Tocantins. Considering the importance of dialogic reading in the process of developing critical readers, his research aims to investigate how the practice of dialogic reading through the Think Aloud Group (TAG) contributes to the formation of responsive and critical readers, as well as the role of the teacher as a literacyagent. Specifically, the study seeks to: a) analyze how the formation of the reading identity of high school students takes place during there a ding activity; b) investigate how the teacher-researcher assumes the role of a literacy agent during the practice of dialogic reading; and c) examine how mean in gisconstructed by a group of high school readers through the literacy practice of TAG. The qualitative-interpretive methodological framework (MOITA LOPES, 2006) characterizes the nature of there search methodology. Thus, it is necessary to understand the social, historical, and political context of the se individuals. How ever, fur ther research and methods that take into account the perspective of the subjects, whether individual or collective, are essential to language studies. The researchemployed a qualitative approach with na interpretative orientation, where data collection was carried out through Think Aloud Group (TAG) sessions and interviews. The participants were first-year high school students from a state school in Tocantins, where the teacher-research eris part of the teaching staff. The students' age ranges from 15 to 16 years old on average. The research is grounded in the works of the orists who focus on reading, including Kleiman (2008; 2013), Antunes (2009), Zanotto (2014a; 2014b), Zanotto and Sugayama (2016), Batista-Santos (2018), amongothers, as well as the dialogic conception of language (VOLOCHINOV, 2018; BAKHTIN, 2003). The results demonstrate that the Think Aloud Group provided space for a reading experience that goes beyond the text. Additionally, there search revealed that students still engage in monologic reading practices. How ever, it was found that the experiences in the TAG sessions allowed the students to engage in dialogic situations for meaning construction. Fur ther more, the teacher-researcher played na essential role in mediating these experiences. There fore, in the practice of TAG, the student too kon the role of meaning construction, while the teacher-researcher acted as a negotiator of meanings (mediator)