Semiótica na sala de aula: uma proposta de trabalho com a leitura no Ensino fundamental

Abstract

The discussion about the teaching of reading has, for some time, included the Brazilian educational scene. It is in this context that the emphasis of the debate on the complex task of training competent readers is emphasized, a fact evidenced by the low indexes obtained by the students in the evaluations that aim to gauge the degree of knowledge of the students. In this sense, we have proposed to investigate and act, in order to contribute to a better approach to the text, regarding the teaching of reading. In order to fulfill this purpose, we organized this qualitative study in two distinct stages: the diagnostic process, carried out with the purpose of investigating the level of reading of students from the 9th grade of elementary school, from a state public school in the city of Igarapé-Açu, Pará - Brazil - and an action research, in which we implemented an intervention proposal called" The Semiotics of the text as a theoretical methodological instrument for teaching reading", which is based on two references: 1) the conception, in the light Semiotic Theory of the Text of Algirdas Julien Greimas (French line), 2) the reading strategies proposed by Solé (1998). As a theoretical support, we support the work of Greimas (1975), Greimas & Courtés (2011), Fiorin (2003, 2015, 2016), Barros (2002, 2010), Solé ), Brito (2003, 2015), Orlandi (2000), among others. The intervention proposal was materialized in a pedagogical book with the objective of subsidizing the teaching work, regarding the approach of the text in the classes of Portuguese language, specifically, in reading teaching. Thus, we indicated ways, alternatives that led the teacher to combine theory with practice, so that they could contribute to develop and / or extend the students' reading competence, through reading activities that explored the fundamental, narrative and discursive levels of the generative path of meaning, in the construction of meanings. The choice of the poem genre was justified by the richness of meanings and by the need to encourage reading of literary texts in school. The results corroborate the hypothesis that, despite its complexity, the Semiotic Theory of the Text of A. J. Greimas becomes effective when directed to the processing of the senses in reading activities. In addition, it was confirmed that, even though it is not known as a theory intended for reading teaching - especially in basic education - semiotics injects into the school a different perspective from those used routinely by teachers in the classroom, becoming one more possibility , as a theoretical-methodological resource, for teaching reading in school contexts.