Navegando por Assunto "Leitura - Ensino fundamental"

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Acesso aberto (Open Access)
A argumentação em práticas de leitura e (re) escrita com alunos de 4.ª etapa da EJA de uma escola municipal de São Luís
(Universidade Federal do Pará, 2015-08-20) SOARES, Rosangela Diniz; MENDES, Leila Said Assef; http://lattes.cnpq.br/6659267771631495
This study analyzes and characterizes the reading and rewriting productions of the genre argumentative letter of the students from the 4th EJA step of a school from the municipal educational system of São Luís, with a view to identifying skills and competencies in the use of discursive-argumentative resources in written production of the genre argumentative letter that these students have already developed, as well as the difficulties that deserve to be remedied. In this attempt, there’s a reflection about the socio-discursive and interactional conception that guides the study of the language, facing the discursive practices of verbal interaction, which only takes place in real situations of speech and writing and is materialized in the form of textual genres, especially those of argumentative bias. It presents also the concepts of text, gender and discourse from the perspective of Text Linguistics (LT), which sees them as action and not abstraction. Also in this socio-discursive perspective, the argumentation is effective as resource to access the citizenship, as it enables students of EJA questioning their social rights. And for the seizure of data that gave the chance of verification of the difficulties aforementioned, it was used questionnaires and analysis of the initial written production of students of two genders of argumentative bias. The results are revealing that students have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter, but are competent in the capture of the point of view. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results. The results are revealing that students are competent in the capture of the point of view in opinion texts, but have difficulties related to the development of discursive-argumentative strategies of gender argumentative letter. It is made also a proposal for intervention in the form of a modular didactic sequence, aiming at the systematic work of specific difficulties identified in results.
Acesso aberto (Open Access)
Estratégias de leitura do texto literário em turmas do 7º ano do ensino fundamental
(Universidade Federal do Pará, 2015-08-19) ARAÚJO, Iracy de Sousa Pereira; FARIA JÚNIOR, Fernando Maués de; http://lattes.cnpq.br/8640178343507222
Considering reading as a key element in the acquisition and construction of knowledge, this study aims to formulate, implement and evaluate activities that improve qualified reading of literary texts, especially the genre short story, in the classrooms of the 7th grade of elementary school. Therefore, we must first reflect on reading and reading strategies; the specific challenges of reading literary text; the genre short story; and to evaluate, through interviews with teachers and students, their perspectives about reading literature. The theoretical framework that supports this study based upon Solé (1998), Souza & Girotto (2011) and the teaching of literature addressed by Cosson (2012: 2014) Dalvi (2013), Moisés (2006) and others. Therefore, with this activity, we raise hypotheses about the effectiveness of the implementation of activity-based literary texts in order to see how we can improve reading with interactive proposal of understanding and production of meaning. In this way, we hope to make a significant contribution to this area of teaching.
Acesso aberto (Open Access)
A precisão na fluência em leitura oral: avaliando a leitura de alunos do 6º ano do Ensino Fundamental
(Universidade Federal do Pará, 2016-03-09) MOUTINHO, Michell Gadelha; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119
This study aims at examining students’ performance levels in oral reading accuracy. 46 sixthgraders from four schools – two public and two private –participated voluntarily in the study, which took place in Belém – Pará. The work intends to contribute to discussions about reading assessment, since Pará students’ performance in national and international exams, such as Prova Brasil, Enem and PISA, has been below the expectations. In order to achieve this goal, we followed the Curriculum-based measurement method, proposed by Deno (1985), which considers one-minute of oral reading to be enough to analyze and determine the students’ major difficulties in a more specific way, in this case, accuracy in word decoding. Oral reading samples were collected in two visits, which took place in the beginning and the end of 2015 school year. The analysis was based on the levels of performance for word decoding accuracy (RASINSKI, 2004), accuracy rate and self-correction rate. The results show a difference between students’ performance from public and private schools, in that the latter reached better levels than the former. Moreover, we also analyze the types of errors that students mostly make in reading aloud, which were substitutions (usually driven by lexemic similarity, graphic similarity, pluralization/singularization and influence of the context) and pronunciation (especially driven by lack of knowledge about phoneme-grapheme relations, deletion of word sounds and misplacement of stress position). These errors exhibited different manifestations and were the ones with a major impact on reading comprehension. We conclude that the difficulty in word decoding is more frequent in public schools, thus, if nothing is done to solve these problems, these students will continue to recede in their reading skills.