LEITURA SOB A PERSPECTIVA SOCIOINTERACIONISTA: um estudo no 6º ano do Ensino Fundamental na Unidade de Educação Básica Ministro Carlos Madeira, em São Luís-MA

Abstract

The act of reading implies a citizenship issue in that it reveals itself as a form of social inclusion and enables the subject to develop his ability to position himself/herself critically about the world in which he/she is inserted. Based on this proposition, the present research has the general objective of verifying how the Portuguese Language teachers of the 6th grade of Elementary School at Basic Education Unit (UEB) “Minister Carlos Madeira” develop the process of teaching reading, aiming at the construction of a booklet of pedagogical guidelines for the work with reading, under a socio interactionist perspective. Specifically, we aimed to: identify the theoretical conceptions that underlie the work of Portuguese Language teachers of the 6th grade of Elementary School at UEB Ministro Carlos Madeira, in the teaching reading; analyze the strategies developed by these teachers in the teaching of reading, in order to promote the reading formation of the students; and build a booklet of pedagogical guidelines, based on the social-interactionist perspective, for teaching reading and promoting reading training in the 6th grade of Elementary School. To achieve these goals, we took Bakhtin’s (2015) studies as a reference, in order to understand the concept of language and its possible implications on reading practice. In this way, we adopted the principle of language as dialogical practice and referenced contemporary authors who study reading and offer subsidies regarding socio-interactionism, such as Antunes (2009, 2014), Fiorin (2020), Kleiman (1989, 2004), Santaella (2019), Vygotsky (1991, 2001), among others. As for the methodology, we carried out a case study, of an applied nature, exploratory in scope, and qualitative in approach, by means of a bibliographic survey, interviews, transcription and analysis of the collected data, elaboration and availability of a booklet of pedagogical orientations. The data obtained in the interview indicate, in relation to the theoretical conceptions that underlie the teaching work, that there is a predominant vision of language as a system and of language as communication; the text is taken as a source of information; the notion of reader is associated with habit and proficiency; reading is worked on in line with official education documents; the social-interactionist perspective is tied to the context. These data also point, with respect to the strategies and activities developed in the teaching of reading. In the research product, we organized a reading proposal in three modules to sharpen greater interactivity in the classroom, through advertisements that circulate in social networks. Thus, we hope that the research will bring contributions to scholars and professionals in the field, especially to Elementary School teachers, in working with reading, to stimulate students’ participation, autonomy, and skills in the meaningful use of verbal and multimodal language.