Estratégias para a proficiência leitora no gênero textual carta de reclamação com foco no fato e opinião

Abstract

Brazil has very low rates in relation to reading competence in international, national and state assessments, as verified by the evaluation of the Organization for Economic Development Cooperation 4(OECD) (2018), by the Basic Education Development Index 5(IDEB) (2018 ) and evaluation by the Quality in Teaching Institute 6(IQE) (2017), which indicates the need to focus on the practice of teaching the mother tongue in reading. This is the proposal of this work, carried out with the objective of promoting the reading proficiency of students from the 7th grade of elementary school II, from a public school in Campina Grande, developing strategies and reading procedures focusing on the distinction between fact / opinion, skill required in the construction of the essay-argumentative text explored in the IQE assessment in 2017. Thus, this research is justified, in view of the unsatisfactory evaluative results of this group, especially regarding the performance of this skill. The scarcity of reading practices of the argumentative-argumentative textual type with a view to the development of this skill, and the absence of the argumentative-argumentative textual type in the textbook adopted at the school in which the research is conducted can be causes of students' unsatisfactory performance when dealing with this skill. In view of these considerations, we consider that, by combining work focused on textual genre with strategies and procedures for reading from a genre such as the letter of complaint in the initial grades of Fundamental II, the student becomes aware of the distinction between fact and opinion. This is the proposal developed in this work, which we theoretically base on Solé (1998), Kleiman (2016), Koch (2008), Marcuschi (2008), Bortoni-Ricardo (2012). For the development of a teaching methodology, we take as a base the strategies addressed by Solé (1998) and develop a didactic sequence based on modules and proposition of activities carried out with a focus on the ability to say the skill. Thus, this work contributed to verify that evidencing the essay-argumentative text in the initial grades of elementary school favors the understanding of the distinction between fact and opinion, the apprehension of the construction of the essay-argumentative text, which minimizes the difficulties presented by students in following years, when they will be required to read, understand and produce dissertative-argumentative texts.