O Ensino do ato de ler: uma abordagem metodológica discursiva para turmas de 4º e 5º ano do ensino fundamental.

Abstract

The research entitled Teaching the act of reading: a discursive methodological approach for classes of the 4th and 5th years of elementary school, a work developed within the scope of the professional master's degree, aims to understand the process of mediation of teaching the act of reading, from the perspective of discursive language, for students of the 4th and 5th year of elementary school, from a Basic Education Unit of the municipal education network of São Luís, with a view to the elaboration of didactic-methodological recommendations, for the teaching of the act of reading, materialized in a Didactic Notebook. To achieve what we propose, we chose action research as a methodology, in the collaborative aspect, based on Ibiapina (2008). Due to the scenario of the pandemic caused by Covid19, since the beginning of 2020, interactions with collaborating teachers took place virtually, through digital tools and applications such as Google Forms, Whatsapp and E-mail; we also used as data generation instruments: pedagogical meetings, narrative interviews and questionnaires. The theoretical foundations that helped us in this investigative path came from authors such as Bajard (2014; 2021), Curto, Morillo and Teixidó (2000), Jolibert (1994), Jolibert and Jacob (2006), Solé (1998), Smith (2003). that helped us to think about reading concepts and strategies throughout this work. From Geraldi (2000), Smolka (1993), who contributed with indispensable theoretical support on reading, in an interactive, discursive perspective of written language. Bakhtin (2016) and Bakhtin/Volóchinov (2006) that address the conception of language and the dialogic process in teaching, among other authors, which in the course of the process, became necessary. From the diagnosis with the teachers, we elaborated a didactic methodological proposal, materialized in a Didactic Notebook called: “The discursive perspective in teaching the act of reading, for teachers of the 4th and 5th year of elementary school: didactic-methodological recommendations The conclusions pointed out that the process of mediation of the teaching of reading, developed by the teachersof the 4th and 5th year of elementary school, in the researched school,have weaknesses andmistakes and do not adequately meet the proposal, for the formation of critical readers autonomous, which led us to the elaboration of the Didactic Notebook, containing theoretical recommendations and suggestions for activities, from the discursive perspective of language, aiming to advise teachers todeepen and broaden concepts and practices,towards the formation of student readers. It was also clear thatthe teachers managed to initiate a critical reflection on their classroom practice, based on the reading of the presented elements, in the proposed methodological didactic recommendations. Keywords: