A importância multidisciplinar da leitura de textos escritos no ensino fundamental

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

We know that the written text is, still in our days, significantly accepted and used as the main tool to construction of knowledge in the classroom. Thus, the way the teachers understand and deal with the reading of such texts influence the teaching-learning of their discipline. The National Curricular Parameters of the Portuguese Language (1998) declare that it is each teacher?s responsibility, of the different specialties, the appropriate direction of the methodological procedures for the reading of the texts in his or her discipline. From these preview statements, this research examined the conceptions about reading of the teachers who represent the compulsory disciplines of the elementary teaching, having as target the eighth grade of a private school. With a qualitative nature, this study analyzed the discourses of the teachers of Portuguese Language, Mathematics, History, Geography, Science, Art and Physical Education. The data were collected from questionnaires answered by hand by the teachers, and semi-structured interviews recorded in cassette tapes. Through this analysis, we observed that most members of the corpus don?t know the curricular directions of their area and, these curricular directions, with the exception of the Natural Science and Art Parameters, are not in consonance with the orientations of the Portuguese Language Parameters to the teaching of reading. We verified, in addition, that the graduation courses of all teachers analyzed here don?t give them theoretical subsidy neither to their work with reading in the classroom nor to their individual formation as a competent reader. We suggest that there should be a change in the teacher education courses curriculum, of the several areas, so the work with reading in the elementary teaching can contribute to the students? constitution as efficient, critical and transforming agent readers. Finally, we conclude that the transformation of the problematic educational context, which there is nowadays, should be initialized by the teachers themselves, as autonomous and agent professionals.

ASSUNTO(S)

ensino aprendizagem de leitura reading leitura leitura (ensino de primeiro grau)

ACESSO AO ARTIGO

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