A prática da leitura na perspectiva dos gêneros textuais/discursivos

Abstract

Working with the reading in the classroom should include the wide variety of texts and textual / discursive genres that circulate socially, thus favoring diversified practices of reading, enabling the inclusion of multiple literacies. From this perspective, the research that developed seeks to understand to what extent the lack of student interest in reading is related to the absence of working with textual / discursive genres in school. And from that understanding, we want to contribute to improving the practice of reading in the classroom, with the use of textual / discursive genres, so that encourages students to develop interest in this skill. Our hypothesis is that students find no relationship in reading worked in the classroom with their reality and this is related to the lack of language approach from the perspective of textual / discursive genres. The research corpus comprises a questionnaire for teachers and another for students of two classes of 5th and 9th grades of elementary school and classroom observation in two groups of state school in primary and secondary Carlota barrier, located in the urban area. After the questionnaire are suggested reading activities that include the textual / discourse genres to be applied in the classroom, from didactic sequences. The research is ethnographic, with the presence of the researcher in the field. We carry out action research, to intervene in the observed context. Our research is justified by concern for the creation of real conditions of use of various forms speech and writing so that students understand the functionality of the texts circulating socially and hence also understand the functionality of the language to then read with broader purposes they are not just mere compliance with schoolwork. Authors who guided our research are, among others: Soares (1999), contributed to the theory of literacy; Kleiman (2013) bringing his contribution about reading; Antunes (2009; 2010), with its contribution on the teaching of Portuguese; Marcuschi (2008), with input about the genres; Dolz and Scheneuwly (2013), bringing his theory about instructional sequence, besides having as reference the advocating the NCP. The results point to the need for a redirection of work and reading in the classroom, in order to include diverse strategies through textual / discursive genres in an interactional perspective of language that may contribute to the perception by students of the social function reading, reading the interactive side and hence to the development of teaching and learning of reading process.