O papel do Circuito Mínimo de Atividades no desenvolvimento da compreensão leitora de textos do gênero conto de terror: uma experiência em uma turma do 8º ano da Escola de Aplicação da UFPA

Abstract

Reading is essential not only for academic life but also for citizenship beyond it. A student's ability to read both textual and contextual cues critically impacts their participation in society and their exercise of full citizenship. Therefore, it is essential to provide students with activities that contribute to the development of their reading comprehension. With this in mind, this research seeks to answer the following research question: How does working with reading mediated by the Minimum Activity Circuit (MAC) enable the development of reading comprehension of horror story texts by 8th-grade students from a UFPA Application School? To address this, our general objective is to analyze the effects of the MAC on the learning of reading horror stories. Considering this question, we conducted research characterized as action research, qualitative-interpretive, quantitative, and applied in nature, situated in the field of language didactics. We took as theoretical references the conception of textual genres by Dolz and Schneuwly (2004), the Minimum Activity Circuit (MAC) by Cordeiro and Liaudet (2021) and Cordeiro (2013), reading by Solé (1998) and Freire (2003), reading comprehension by Kleiman (2002, 2004) and Koch and Elias (2014), as well as Gotlib (2006) on the theory of the short story. We conducted a comparative study between the three classes that participated in the investigation. In one of them, we implemented an intervention proposal based on the MAC and conducted four reading tests, which were subsequently analyzed. In the other two, we only apply the four tests. The results of this research indicate that the class in which the MAC was implemented achieved more consistent performance in reading comprehension tests throughout the research, being the only one among the three to show continuous progress, which can be understood as signs of learning and of the development of students' reading skills.