The lights and the shadows of reading conditions in school: a look over two world / As luzes e as sombras das condições de leitura na escola: um olhar sobre dois mundos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

In order to analyze the reading conditions provided by the schools, two independent studies were made: Study I, realized in Brazil, and Study II, realized in Catalunha, Spain. The Study I was developed in a public state school in south zone of Recife PE that attends students of all education levels. The aims of this Study I were: (a) to verify the reading production conditions of students and teachers; (b) to investigate both the pedagogical procedures of Portuguese Language teachers and the background of material and ideological conditions; (c) to identify the teachers and students reading conceptions, (d) to analyze the children and teenagers development of reading activity during the school time. A case study was realized based on: (1) systematic and no systematic observations at school and in classroom; (2) formal and informal interviews with students and teachers, (3) reading activities with students in experimental situations. 120 students had participated in this study, age ranging from 6 to 23 years old. They were at the 1, 4, 6 and 8 classes of the Fundamental Education, and the 3 class of the Median Education. The teachers of these classes also had participated in this study. From the 120 students interviewed, only 77 had participated in the two reading sessions. The results of this study may be summarized as follows: (a) teachers and students are exposed to a variety of texts within the school and out of the school, but the reading production almost does not exist; (b) the teachers reading conception is determined by his or her reading history and not by their formation; (c) the students conceives the reading activity mostly as learning instrument; (d) the students reading activity evolve from a relevance give to the previous knowledge to the integration of the various information levels. But the difficulty to integrate these informations continues until the end of the school time. The objectives of Study II were: (1) to pointing the problems and solutions about the reading formation, in Spain, by analyzing: (a) the Europes, Spains and Catalunhas curricular orientations; (b) the teachers conception about reading, and (c) the material conditions to which teachers and students are submitted; (2) to draw a comparison between the reading conditions in Brazil and Spain. In order to analyze both the teachers conceptions about the reading activity and the material conditions to which they are subjected, there were realized interviews with 6 teachers that actuate in different areas and levels. Also there were made observations in two classrooms: 3 year of Parvulario and 5 of primary education of one public school, situated in Vilanova I la Geltru city. The results of this study demonstrate that: (a) in the scholar curriculum there is a coexistence of two different ways of understanding both the teaching reading process and learning reading process; (b) paradoxically, the teachers formation is the main problem, but also is the solution for the readers formation in the school; (c) Brazil and Spain differentiate in both the material conditions and the teachers formation. In the other side, the two countries approach each other in the matter of teachers conception about the reading activity. Considering these set of results, one may say that the teachers conception about reading is the main cause of the reader formation problem in both countries.

ASSUNTO(S)

school ensino da leitura reading escola reading teaching leitura psicologia cognitiva

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