Leitura de textos escritos : prática e desenvolvimento da compreensão leitora

Abstract

This dissertation discusses aspects of the practice of reading of texts written in eighth set of rooms / ninth year of primary school from two public schools of the city of Rondonópolis-MT, in order to understand how the teacher develops the activities of reading with a view make the student a reader responsible. The research is to design a theoretical assumptions socio-integrationist of language, where the construction of knowledge is made from interactions, and the approach of the reading comprehension based on the explicit teaching of reading strategies, allied to the concept of meaningful learning, which enables the student autonomy to continue to learn throughout life. The analysis of information obtained through testimony of teachers, together with the observation of the lessons of Sciences, Geography, History, Mathematics and Portuguese, subjects taking the text as a basis for education, and analysis of documents, indicated the maintenance of a pedagogical practice that focuses on reading decoding, whose work is limited understanding of the years of questions and answers and abstracts, that little contribute to the formation of a competent reader. This portrait of the practice observed showed an urgent need for reference theoretical and methodological that assists teachers in their reflections on activities of reading with the students. We must therefore allow discussions that norteiem understanding of the process of reading.