Princípios da ordenação e sequenciação de perguntas de leitura na formação continuada de professores

Abstract

The reading questions are devices which are widely employed by the teachers when teaching Portuguese Language and contribute to the development of the competences and abilities of the students/readers. That highlights the relevance of the studies on assortment and sequencing of questions in the teaching of reading. The general objective of this research is to evaluate how the propositions of assortment and sequencing of reading questions are comprehended by the teachers of the initial years of the basic education, in the circumstances of continuing training. As a means to reach it, the following specific objectives were outlined: to identify the reading concepts which are appropriated in the teaching praxis by the teachers who participate in the research; to ascertain in which aspects the comprehension of the assortment and sequencing principles of reading questions contribute on the continuing training of the teachers; to signalize the effects of the work with the assortment and sequencing propositions on the knowledge construction in the teaching practice. This research of qualitative nature, with conjoined approach and situated in the field of Applied Linguistics, underlies on the theoretical/methodological assumptions of the assorted and sequencing of questions discussed by Solé (1998) and extended by researchers such as Menegassi (2011, 2016); Rodrigues (2013); Fuza (2017); Menegassi (2017, 2018, 2019, 2022); Barroso (2018); Santos (2019).It is conceived, in this study, the language as a social event of the discursive interaction, according to the theoretical approach of the Bakhtin Circle (Bakhtin 2016; Volóchinov, 2021) since the reading questions improve upon the interaction among author, reader and text, thus leading to the comprehension. In order to bring forth the data, the research was conducted in different phases together with the participating teachers. At the outset, three workshops with theoretical focus were performed, followed by one with theoretical and methodological focus and, eventually, two workshops focusing the practice. The outcomes which arose from the activity diagnosis analysis reveal that the teachers developed the reading questions based on the cognitivist and interactionist reading concepts and, mainly, on the structuralist reading assumption, focusing on the decodification and drawing of the information from the text. The analysis of the interventional task, that was carried out after the accomplished studies, demonstrates that the teachers apprehended the assortment and sequencing of the reading questions, started to conceive the reading process as a text-reader interaction and, by way of the counterword, they expressed a responsive and active attitude, thus conveying their own discourses regarding other discourses. The accomplished studies fostered a thoughtful action from the teachers, about their teaching praxis, predominantly concerning the teaching of reading, aiming the construction of meaning. That being so, it is expected that this research may bestow the discussions about the teaching of reading in the classroom and also grant an enhancement of the teaching practice.