Experiência de leitura na educação de jovens e adultos: o professor como mediador
This work takes reading as object of study, focusing on the teaching of strategies that emphasizes reading comprehension. This object was chosen after the execution of a diagnostic activity developed with students of the second segment of the Youth and Adult Education program (EJA) of a public sc...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27845 |
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| Resumo: | This work takes reading as object of study, focusing on the teaching of strategies that
emphasizes reading comprehension. This object was chosen after the execution of a diagnostic
activity developed with students of the second segment of the Youth and Adult Education
program (EJA) of a public school from the city of Natal, RN. The activity was developed by
the reading of a fable followed by comprehension questions based on the text. After analyzing
the answers of the students, it was observed that they have difficulty in reading, since they were
not able to answer correctly the basic comprehension questions. Taking the answers of the
students as a starting point to propose the discussion and application of reading workshops,
emphasizing comprehension, by the teaching of reading strategies. The general objective of this
approach is to propose theoretical and practical reflections about the reading comprehension
starting from activities of reading and writing texts. The specific objectives are: i) to discuss
the main difficulties that block the reading comprehension of the student; ii) to develop, in
classrooms, workshops about reading comprehension involving reading strategies; iii) to
systematize and analyse the workshops to function as didactic material for the consult of
teachers aiming to auxiliate them on the teaching of reading comprehension and iv) to narrate
the lived experience of the individual by the analysis of the workshops. To reach those
objectives, were used as methodology the research-action and the themefication of teaching
reading based on the reading as an experience, as proposed by Larrosa (2016) and in the studies
developed by Freire (2011), Geraldi (2013, 2015) and Barbosa (2013) about reading, mediation,
teaching, text and comprehension. The work with reading strategies was based mainly on Solé
(1998). The narrative of the lived experience of individual is used as register form since starting
from an experiential situation in EJA and with the help of theoretical knowledge, reading
comprehension workshops are proposed, applicated and analyzed. In conclusion, the level of
reading comprehension of the students, who are configured as the target audience of the
research, was considerably improved since they managed to organize strategies for the reading
of the texts presented to them in the workshops. Based on the observed data after realization of
the workshops is considered that teaching reading focusing on the strategies foments the
formation of the student-reader and it is proposed the incorporation of this subject in the
portuguese language classes in EJA. |
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