Estratégias de compreensão leitora: uma proposta de atividades desenvolvidas sob a perspectiva das metodologias ativas de ensino
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2017-01
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Martins, Silvana Neumann
Banca
Martins, Silvana Neumann
Rehfeldt, Márcia Jussara Hepp
Silva, Jacqueline Silva da
Bublitz, Grasiela Kieling
Vivian, Danise
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O presente estudo está voltado para o ensino da competência leitora a partir de uma postura ativa do aluno, o qual constrói o sentido do texto levando em conta determinadas estratégias de leitura, como os conhecimentos prévios, o objetivo para a leitura, o automonitoramento da compreensão, a sumarização, entre outros (KATO, 1984; LEFFA, 1996; SOLÉ, 1998). É nesse aspecto que se promove uma interface com as metodologias ativas de ensino, as quais se referem a estratégias de ensino que têm como características principais: centralizar o processo de aprendizagem no próprio aluno; estimular a autonomia do estudante; promover a reflexão, interação entre os sujeitos (FREIRE, 1996; BERBAL, 2011; MOREIRA, 2011a). Cabe destacar que, neste estudo, as atividades que envolveram os recursos educacionais digitais foram norteadas pelo método ativo. Tendo em vista essas considerações, o objetivo geral deste trabalho foi investigar como um acervo didático, elaborado à luz das metodologias ativas e voltado para o ensino de estratégias de leitura, pode contribuir para o aprimoramento da compreensão leitora de alunos do 5º e do 8º anos de uma escola municipal. Nesse viés, a pesquisa configurou-se em uma abordagem qualiquantitativa, aproximando-se de pressupostos da pesquisa-ação e do estudo de caso. Os sujeitos foram os alunos do 5º e do 8º ano e as duas professoras de Língua Portuguesa dessas turmas. O trabalho foi realizado numa escola municipal de Marques de Souza/RS. Os instrumentos de coleta de dados foram: entrevista semiestruturada, pré e pós-teste cloze, diário de campo. O tratamento dos dados qualitativos coletados seguiu a técnica da análise de conteúdo (BARDIN, 2012). Já os dados oriundos do teste cloze seguiram a avaliação quantitativa (CRESPO, 2011). Como resultados, evidenciou-se que, mesmo sendo mediadas situações favoráveis às estratégias de leitura, a exemplo do estímulo à formulação de hipóteses e à inferenciação, as professoras investigadas quase não levavam em conta o ensino de estratégias metacognitivas de leitura. Além disso, constatou-se que, após a interação com o acervo didático, o percentual de evolução do 5º ano foi de 23,4%, ao passo que a evolução do 8º ano foi de 12,05%. Esses dados são significativos em relação ao pouco tempo de interação com o material, validando a pertinência do ensino de estratégias de compreensão leitora numa perspectiva das metodologias ativas de ensino.
This study is aimed at teaching the reading competence from an active standing of students, who build the sense of the text taking into consideration certain reading strategies, such as previous knowledge, the reading objective, comprehension selfmonitoring, summarization, among others. Under this aspect, an interface is promoted with the active teaching methodologies that refer to teaching strategies with the following main characteristics: centralize the learning process on students themselves; encourage student autonomy; promote reflection, interaction between individuals. It is worth pointing out that in this study the activities that involved digital educational resources were guided by the active method. In view of the above considerations, the general objective of this paper is to investigate how a didactic collection that was elaborated in the light of active methodologies and aimed at teaching reading strategies may contribute towards the enhancement of reading comprehension with students from the 5th and 8th years at a municipal school. In this sense, the research has been configured within a quali-quantitative approach in approximation with research action and case study suppositions. The subjects were students from the 5th and 8th years and their two Portuguese Language teachers. The work took place at a municipal school in Marques de Souza/RS. The data collection instruments were the following: semi-structured interview, pre-and post-cloze test, field log. Treatment of the qualitative data collected followed the content analysis technique. In turn, the data obtained from the cloze tests followed quantitative analysis. The result brought to evidence that, despite the mediation of situations that favored reading strategies following the example of encouraging the formulation of hypotheses and inferring, the teachers being investigated took almost no account of teaching metacognitive reading strategies, since most of the didactic procedures that involved such strategies occurred in an unconscious fashion. Moreover, it was found that following the interaction with the didactic collection, the evolution percentage for the 5th year was of 23.4%, whereas that of the 8th year was of 12.05% These data are meaningful relative to the short time of interaction with the material, thus validating the pertinence of teaching reading comprehension strategies under the perspective of active teaching methodologies.
This study is aimed at teaching the reading competence from an active standing of students, who build the sense of the text taking into consideration certain reading strategies, such as previous knowledge, the reading objective, comprehension selfmonitoring, summarization, among others. Under this aspect, an interface is promoted with the active teaching methodologies that refer to teaching strategies with the following main characteristics: centralize the learning process on students themselves; encourage student autonomy; promote reflection, interaction between individuals. It is worth pointing out that in this study the activities that involved digital educational resources were guided by the active method. In view of the above considerations, the general objective of this paper is to investigate how a didactic collection that was elaborated in the light of active methodologies and aimed at teaching reading strategies may contribute towards the enhancement of reading comprehension with students from the 5th and 8th years at a municipal school. In this sense, the research has been configured within a quali-quantitative approach in approximation with research action and case study suppositions. The subjects were students from the 5th and 8th years and their two Portuguese Language teachers. The work took place at a municipal school in Marques de Souza/RS. The data collection instruments were the following: semi-structured interview, pre-and post-cloze test, field log. Treatment of the qualitative data collected followed the content analysis technique. In turn, the data obtained from the cloze tests followed quantitative analysis. The result brought to evidence that, despite the mediation of situations that favored reading strategies following the example of encouraging the formulation of hypotheses and inferring, the teachers being investigated took almost no account of teaching metacognitive reading strategies, since most of the didactic procedures that involved such strategies occurred in an unconscious fashion. Moreover, it was found that following the interaction with the didactic collection, the evolution percentage for the 5th year was of 23.4%, whereas that of the 8th year was of 12.05% These data are meaningful relative to the short time of interaction with the material, thus validating the pertinence of teaching reading comprehension strategies under the perspective of active teaching methodologies.
Descrição
Palavras-chave
Estratégias de leitura; Metodologias ativas de ensino; Acervo didático
Citação
DIESEL, Aline. Estratégias de compreensão leitora: uma proposta de atividades desenvolvidas sob a perspectiva das metodologias ativas de ensino. 2016. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 08 dez. 2016. Disponível em: http://hdl.handle.net/10737/1198.