PRÁTICAS LEITORAS EM ESCOLAS PÚBLICAS MUNICIPAIS DO ENSINO FUNDAMENTAL: um estudo sobre o processo leitor dos discentes e docentes da 8ª série, na disciplina Língua Portuguesa, em São Luís do Maranhão

Abstract

Reading practices analysis in the public community schools of the elementary teaching: a study about the reading process of the students, teachers of the eighth grade in the subject Portuguese language in Sao Luis from Maranhão. It has as goal to uncover the direction of the reading practices at school in the teaching of the Portuguese language worked with the students of the eighth grade of the elementary teaching. This study searches for answering the following questions: What are the concepts that the teachers of the eighth grade who teach the Portuguese language have about reading? What are the procedures adopted by the teachers of eighth grade at the subject Portuguese language? What are the reading stories of the students of the eighth grade as readers at school? This descriptive study lean on the studies from Chartier (1996; 1999; 2001); Lerner (2002); Lajolo; Zilberman (1999); Silva (1997; 2003; 2005); Solé (2003); Orlandi (2003) and the other ones that served to the theoretical construction of this search. Besides this theoretical body, realized an empirical survey using semi-structured interviews, questionnaires with open and closed questions and the not participating observation for a better understanding of the teaching body and learning body s reading process of the eighth grade at the subject Portuguese language. Thus, with this qualitative investigation based on oral and written statements of the social actors who make part of this study, note that the reading practices at schools are directed to a not reflexive approach and based on the parafrastica, reproducing and mechanical reading as well as the structure aspects of the Portuguese language. A teaching body with a theory and reading practice that impoverish the making of the reading at school. A reading direction in the teaching practice that creates acceptance, passivity and conformism. This is the school context that are inserted the social actors who are the subjects of the reading history realized at school for a long time through the oral written speech. In this perspective, there is a reading missing at school while a rational, reflexive activity that uncovers, produces and transforms the speech written s meanings.