Competência leitora em língua materna no ensino fundamental

Abstract

This paper analyzes how reading comprehension in mother tongue in Elementary Education II occurs. Involved as subjects, students in the eighth grade (seventh grade) level of this school, a public school in a town in the region of Presidente Prudente (SP). The object of the analysis was limited to the answers given by students to the issues (interpretation of the texts contained in an anthology, organized by the researcher), applied to identification of the profile of the readers surveyed. Justified the importance of the proposed research, because of the challenges still faced by the teacher in the building eligible for a full understanding of the text, including the interaction of receptors with the textual context of the author and readers, as recommended by semiotic studies Mikhail Bakhtin and other scholars of the subject, according to the references selected. As results from the data analysis was performed identification of incomplete ways of reading the students as potential indicators of the concepts and practices of teaching reading, worked with the research subjects, this level of schooling. This was a qualitative study, based on studies Ludke and André (1986) and Gonsalves (2005); still consisted, in the references, the theoretical assumptions of semiotics Russian Bakhtinian (1986) and other studies, which helped to confirm the initial hypothesis of inadequate for the formation of critical readers in elementary school, a problem that, unfortunately methodological procedures, continues to challenge educators of different levels of education.