Dificuldades de leitura e compreensão leitora dos alunos no ensino médio nas aulas de sociologia

Abstract

Reading and reading comprehension have been recognized as relevant skills to the intellectual development of the individual and a basic need to survive in the literate society. However, searches have shown, over the past few years, that most students are leaving school without mastering this skill.Thus, this work aims to analyze reading difficulties and comprehension in Sociology texts by high school students, verifying their influence in the use of the contents worked into component.The theory used is based on conceptions of reading and reading comprehension and, on this, we base ourselves on (KOCH and The results obtained indicate that in the description of the classes we observed that many students have difficulties reading because when they read aloud, they tend to stutter, not to follow the punctuation of the written text, not achieved, consequently, to understand the texts worked ELIAS, 2007), (KLEIMAN, 2010), (SILVA, 2011), (SOLÉ, 1998), (FREIRE, 1989), (Figueiredo, 2012), (PINHEIRO, 2012), (SMITH, 1999), (GOODMAN, 1991), among others. Based on the difficulties of reading and reading comprehension in texts in Sociology classes, we are methodologically anchored in (BAUMAN, 2010), (RODRIGUES, 2007), (OLIVEIRA AND COSTA, 2007), (TOMAZI, 1993), among others. On the context of research, this search investigated students of the first year of high school of a state public school in Barra de Santa Rosa-PB. From an ethnographic and qualitative way, we investigated the level of difficulty of the students through activities that involved reading and reading comprehension (NEVES, 1996; BORTONI-RICARDO, 2008), as well as describing all students' activities and responses during the observations in (ROCHA, 2008). Because it is an action research, we proposed a didactic sequence (SD) as a pedagogical intervention tool to minimize the students' reading difficulties (THIOLLENT, 2011).In the data collection, we used the questionnaire to describe the students' profile in relation to their reading habits and reading. In the description of the classes observed, we tried to identify and discuss the students‟difficulties in the reading and reading comprehension activities. The results obtained indicate that, in the description of the classes, we observed that many students have reading difficulties as when they read aloud, they tend to stutter, not to follow the punctuation of the written text, not achieving, consequently, the understanding of the texts worked. The questionnaire data showed that, although a large part of the class responded that reading is not a constant practice in their family and that, in their houses, there is not a variety of reading materials, most of them consider reading a relevant activity to live in our contemporary society.