O gênero entrevista e a formação leitora no ensino fundamental II

Abstract

In today's society, with the modernization of technological information and communication resources, human interactivity is centralized in reading, mainly because both knowledge and daily practices practiced through some type of writing. Thus, the act of reading conforms to a social practice that is essential for human beings to understand the world around them and to attribute meaning. Unfortunately, far from this, it moves towards reading training in schools, in general. In this sense, considering the difficulties of understanding manifested by the students during the classes, as well as the difficulties in mobilizing the skills of readers and the interest of disinterest in reading in the classroom, using the present research work, starting the context of a school without a research qualifier, she also played the role of teacher. This reality, originated or questioned: was it possible to implement a pedagogical intervention that would stimulate the practice of reading in the classroom and, at the same time, effectively contribute to the reading formation in the final grades of elementary school? Faced with this issue, you can think of a possibility to collaborate with the training of readers who work with interview texts, from the creation and implementation of pedagogical workshops on reading and textual production. Thus, it was established as guiding purposes of this work, to encourage students to practice reading in the classroom, to develop reading skills such as: identification of the central theme / information of the text, implicit information inference, identification of the purpose of the genre and understanding reading not simply as an act of decoding, but as a social practice. This proposal was implemented with 9th grade students with low performance in reading skills and its application included phases of reading diagnosis, targeted reading and writing practices and reading verification test. The activities implemented in the workshops were aligned with the reading guidelines and strategies of (KLEIMAN, 2002), (SOLÉ, 1998) and (ANTUNES, 2003), as well as those of writing were supported by the directions of (MARCUSCHI, 2008) and (PASSARELLI , 2004). The results achieved after the pedagogical intervention showed that its implementation helped the students to develop their reading competence, mobilizing the skills that they had expressed difficulties in exercising them in the diagnostic test. And, by reflex, these results showed that the work based on the textual type of interview, implemented through workshops, proved to be an efficient pedagogical intervention to motivate students to practice reading in the classroom. In addition, the intervention proved to be significant for the students, providing them with conditions to expand their perception of reading, understanding it as a social practice, as well as handling the language from a real communication situation, through which they had the opportunity to live the moment of practice, of use, experiencing the construction and communication of an oral text, which was later materialized as written work and published on their social networks. It was concluded that the pedagogical work centered on the textual genre interview showed to be capable of producing real effects for the development of the reading formation, immediately, of the students involved in this research, and in a mediate way, for elementary school students.