Práticas de compreensão leitora no ensino médio: leitor, sentido, texto e módulo didático na sala de aula

Abstract

In the classes of Portuguese Language in High School, the Reading seen as a process under the perspectives of textual interpretation and comprehension, is set up as a collective proce-dure, that is, the teacher guides the students, helping them to become competent, active and autonomous readers, protagonist and builders of meanings through the read text. The Reading act is a social process to build meanings. The Reading activity is a fully social process in which each student builds, talks, discusses, confirms, counteracts, accepts, refutes and estab-lishes one‟s knowledge with the others. In the perspective of Reading practice as a source of pleasure and awareness showed in our study, we have as the object the teaching process of Reading practice in High school through comic genres (strips, cartoons, cartoons and comic books), these comic genres were chosen from a questionaire developed with the students and the teachers in order to make a teaching work plan destined to the teachers and, from this plan, the production of a didactic module to the students. It was from the teaching work plan and the didactic module that we proposed the Reading practices advocated in the research. We listed as a general objective: the comprehension of Reading practices of high school students in Portuguese Language from comic genres in social themes approach. The research was achieved with high school students that attend Escola Cidadã Integral Técnica Dr. Elpídio de Almeida, in the town of Campina Grande – PB, from September to December in 2019.Speaking about Reading and the text meaning in Portuguese Language classes through the application of thematic pedagogical workshops with comic genres while discussing social themes through classroom teaching. The theoretical foundation was based on Kato(1995) with the metacognitive and cognitive Reading practices; Leffa (1994), with the Reading strategies; Kleiman (2004) with the cognitive processes in Reading act; Matêncio(1995), with the pro-cess of teaching Reading, text and meaning; Marchuschi (2008), with the textual genres and the process of comprehension and textual production; Rojo (2009), with the practices of social Reading, among another‟s. The research is inserted in the field of language sciences and con-figures as qualitative in the approach of action-research. The research instruments were: the questionnaire with discursive questions to the students, the teaching work plan, the didactic module, the questionnaire with the teachers and the field journal. The collaborators were thir-ty students from a High School classroom. They were fifteen students from fifteen to seven-teen years old. The research became evident that illustrated comic genres such as strips, car-toons, cartoons and comic books activate the process of building meanings through Reading with playful mediation, therefore, being a relevant contribution to the learning-teaching of Portuguese due to the metacognitive and cognitive possibilities that offers. The didactic mod-ule that served as a foundation to the study configures as a meaningful methodology to the learning and teaching of Reading because the activities and comic genres applied are funda-mental to Reading, comprehension and textual interpretation. The workshops held contributed to develop the students‟ Reading competence. This fact became possible the application, analysis and reflection of the use by the students of the module we proposed.