In the present work, we take a look at the reading done by 8th grade students from a public
school in the city of Araguaína / TO, where we question how these students read the texts
worked in class, directing means, use of strategies, for a reading that would lead students to
understand the texts. We aimed to detail how these students argued about the texts from the
directions given by the teacher, since without them the students would not make inferences
about the texts worked. We aim to highlight how the use of reading strategies can stimulate
students to report their perceptions, their judgments and recognition about texts through
reflection on the text. Therefore, we consider in the foreground the fact that when we read a
text and cannot position ourselves from it, we do not produce an understanding reading. We
take as methodological procedures of this work, our deductions about the researched class,
however, from that we started to act in the case. We sought theoretical basis related to the
theme and to support our study we based our considerations on Kleiman (2001, 2010, 2011);
in Solé (1998). Given the circumstances, we undertook some reading models and related to the
reading done by the students of the class. In view of the vulnerability of the school, regarding
the development index, we point out the lack of incentive to read and the factors that contribute
to the students' poor performance in relation to Portuguese language activities developed in the
UE. The analyzes show that, in both classes analyzed, the students of the class in question
demonstrate difficulties related to the reading itself and, consequently, the comprehension and
interpretation of the text, which requires stimuli to infer about the meaning of the text. Thus,
in the first class, which focused on reading performed by students, we found that they do not
set any goal to perform reading, and thus can not formulate hypotheses or understand the texts,
these students have reading as an act mechanical; In the second class, where the focus was on
the discussion of the text read, we noticed that the class, due to fragmented reading and lack of
habit, cannot discuss the text. However, through the procedures we adopted, reading made
sense to them.
|
