Estratégias de leitura : uma proposta de atividade complementar para o desenvolvimento da consciência metacognitiva no 6º ano do ensino fundamental II

Abstract

The present research is based on concerns about reading teaching in the 6th year of Elementary School II, in which there is an increasing number of students with little or no reading competence. This research is based on studies from Leffa (1996), Paulo Freire (1994), Marchuschi (2009), Ferrarezi and Carvalho (2017), Bakhtin (2000), Bazerman (2006) and Dolz, Noverraz and Schneuwly research in reading teaching. Considered a school reality, the textbook is the main resource that guides the classroom practices and the work of the teacher, therefore, the research aims to analyze to what extent the activities of reading the textbook work with strategies for the development of students' metacognitive awareness. Thus we base this analysis in conceptions about the didactic book, as well as reading strategies for the development of metacognitive awareness, based on the theory of Ferro and Bergman (2008), Justino (2011), Rojo (2013), Tezza (2002), Brito (2007), Selvero (2011), Damianovic (2007), Duarte (2014), Hodges and Nóbrega (2012), Solé (1998), Kleiman (2002), Silveira (2005) who believe that a proposal of teaching reading through strategies is able to develop reading competence and metacognitive awareness. Based on this premise we developed an analysis in the qualitative, descriptive and analytical aspects of the textbook in the book Portugês Linguagens (2015) published by Saraiva, written by William Roberto Cereja and Thereza Cochar Magalhães. The criteria of the analysis were established from the reading of the teacher's manual which accompanies the textbook and from the categories of reading strategies proposed by Solé (1998). Our analysis showed that the book does not present reading strategies that develop metacognitive awareness. From this analysis, we propose complementary didactic activities with the proposal of retextualization (DELL'ISOLA 2007) using reading strategies based on the categories proposed by Solé (1998) as a complement to the textbook in the development of students' metacognitive awareness.