Ler e refletir sobre romances em sala de aula: o diário de leitura e o ensino explícito de estratégias de leitura
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Data
2024-02-22
Autores
Lucas, Dahlin Pereira Penha [UNIFESP]
Orientadores
Jover-Faleiros, Rita [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
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Resumo
Esta dissertação tem como objetivo investigar as potencialidades do diário de leitura, como proposto na obra “Ler e refletir sobre romances em sala de aula: o ensino explícito, diários e círculos de leitura” (HÉBERT, 2019), um dos dispositivos do modelo transacional para promover a leitura integral de romance em sala de aula. Na escrita do diário, os estudantes sinalizam as estratégias de leitura percebidas durante a experiência de leitura e desenvolvem um comentário sobre sua interpretação. A partir do dispositivo do diário de leitura, a pesquisa se propôs a fazer uma leitura crítica do modelo transacional de modo a analisar de que forma a proposta metodológica de Hébert (2019), fundamentada nos Programa de Formação de Educação Básica Quebequense (MELS, 2001, 2006, 2011a, 2011b) e seus documentos complementares, contempla (ou não) as habilidades e competências da BNCC (BRASIL, 2018) relativas ao eixo de leitura. A fim de desenvolver um panorama metodológico do modelo transacional, o estudo contou com um levantamento bibliográfico sobre os principais pontos de abordagem de Hébert (2019) no tocante às estratégias de leitura, como Giasson (2003), Tardif (1992), Almasi (2003), Pressley (1995) e autoras mobilizadas nos estudos brasileiros recentes no que concerne às estratégias de leitura como Solé (1998) e Girotto e Souza (2010). Para análise do diário de leitura, recorremos à Linguística Textual e sua abordagem sociocognitiva e interacional, segundo a qual o texto é um evento comunicativo constituído a partir da interação entre texto, contexto e leitor conforme Koch (2003a, 2003b, 2004, 2014) Koch e Elias (2018, 2010) e Marcuschi (2008). A análise demonstra que o diário de leitura, na medida em que mobiliza o diálogo entre as três instâncias do modelo interativo de texto, isto é, contexto imediato, mediato e cognitivo dos estudantes, texto-romance em situação de leitura e o leitor-escritor do comentário de leitura, privilegia a expressão de um sujeito leitor em formação dentro de um espaço colaborativo, interativo e reflexivo com outros leitores. O cotejo dos contextos brasileiro e quebequense demonstrou que o modelo transacional apresenta pontos de convergência com as orientações da BNCC (BRASIL, 2018). O modelo transacional contempla as dimensões para o tratamento do eixo de produção textual na medida em que se constitui como uma prática contextualizada e em diálogo com os eixos de leitura, linguístico/semiótico e oralidade. Como um dos resultados da análise, propomos uma nova distribuição para as habilidades para estratégias e procedimentos de leitura da BNCC (BRASIL, 2018). Além disso, entendemos que o repertório de Hébert (2019) dialoga transversalmente com as habilidades previstas pelo documento brasileiro. Finalmente observamos que o modo de apresentação das estratégias de leitura proposto por Hébert (2019) promove um acesso mais direto a conceitos, tais como os processos de compreensão leitora, e pode contribuir para a prática docente e o ensino da leitura em contexto escolar.
This dissertation aims to investigate the potential of the reading journal, as proposed in the work “Reading and reflecting on novels in the classroom: explicit teaching, journals and reading circles” (HÉBERT, 2019), one of the devices of the transactional model to promote the full reading of novels in the classroom. When writing the reading journal, students highlighted the reading strategies they perceived during the reading experience and developed a comment about their interpretation. Using the daily reading device, the research proposed a critical reading of the transactional model in order to analyze the methodological proposal of Hébert (2019), based on the Quebec Basic Education Training Program (MELS, 2001, 2006, 2011a, 2011b) and their complementary documents, include (or not) the BNCC skills and competencies (BRASIL, 2018) related to the reading axis. In order to develop a methodological overview of the transactional model, the study outlines a bibliographic survey on the main points of approach by Hébert (2019) regarding reading strategies, such as Giasson (2003), Tardif (1992), Almasi (2003), Pressley (1995) and authors mobilized in recent Brazilian studies regarding reading strategies such as Solé (1998) and Girotto e Souza (2010). To analyze the reading journal, we used Textual Linguistics and its socio-cognitive and interactional approach, according to which the text is a communicative event constituted from the interaction between text, context and reader according to Koch (2003a, 2003b, 2004, 2014) Koch and Elias (2018, 2010) and Marcuschi (2008). The analysis demonstrates that the reading journal, as it mobilizes dialogue between the three instances of the interactive text model, that is, immediate, mediate and cognitive context of students, text-novel in a reading situation and the reader-writer of the reading commentary, it privileges the expression of a subject in formation within a collaborative, interactive and reflective space with other readers. The comparison between the Brazilian and Quebec contexts demonstrated that the transactional model presents points of convergence with the BNCC guidelines (BRASIL, 2018). The transactional model contemplates the dimensions for treating the textual production axis as it constitutes a contextualized practice and in dialogue with the reading, linguistic/semiotic and orality axes. As one of the results of the analysis, we propose a new distribution for the skills for BNCC reading strategies and procedures (BRASIL, 2018). Furthermore, we understand that Hébert’s (2019) repertoire dialogues transversally with the skills provided for by the Brazilian document. Finally, we observed that the way of presenting reading strategies proposed by Hébert (2019) promotes more direct access to concepts such as reading comprehension processes and can contribute to teaching practice and teaching reading in a school context.
This dissertation aims to investigate the potential of the reading journal, as proposed in the work “Reading and reflecting on novels in the classroom: explicit teaching, journals and reading circles” (HÉBERT, 2019), one of the devices of the transactional model to promote the full reading of novels in the classroom. When writing the reading journal, students highlighted the reading strategies they perceived during the reading experience and developed a comment about their interpretation. Using the daily reading device, the research proposed a critical reading of the transactional model in order to analyze the methodological proposal of Hébert (2019), based on the Quebec Basic Education Training Program (MELS, 2001, 2006, 2011a, 2011b) and their complementary documents, include (or not) the BNCC skills and competencies (BRASIL, 2018) related to the reading axis. In order to develop a methodological overview of the transactional model, the study outlines a bibliographic survey on the main points of approach by Hébert (2019) regarding reading strategies, such as Giasson (2003), Tardif (1992), Almasi (2003), Pressley (1995) and authors mobilized in recent Brazilian studies regarding reading strategies such as Solé (1998) and Girotto e Souza (2010). To analyze the reading journal, we used Textual Linguistics and its socio-cognitive and interactional approach, according to which the text is a communicative event constituted from the interaction between text, context and reader according to Koch (2003a, 2003b, 2004, 2014) Koch and Elias (2018, 2010) and Marcuschi (2008). The analysis demonstrates that the reading journal, as it mobilizes dialogue between the three instances of the interactive text model, that is, immediate, mediate and cognitive context of students, text-novel in a reading situation and the reader-writer of the reading commentary, it privileges the expression of a subject in formation within a collaborative, interactive and reflective space with other readers. The comparison between the Brazilian and Quebec contexts demonstrated that the transactional model presents points of convergence with the BNCC guidelines (BRASIL, 2018). The transactional model contemplates the dimensions for treating the textual production axis as it constitutes a contextualized practice and in dialogue with the reading, linguistic/semiotic and orality axes. As one of the results of the analysis, we propose a new distribution for the skills for BNCC reading strategies and procedures (BRASIL, 2018). Furthermore, we understand that Hébert’s (2019) repertoire dialogues transversally with the skills provided for by the Brazilian document. Finally, we observed that the way of presenting reading strategies proposed by Hébert (2019) promotes more direct access to concepts such as reading comprehension processes and can contribute to teaching practice and teaching reading in a school context.