Preprint / Version 1

READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS

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DOI:

https://doi.org/10.1590/SciELOPreprints.3398

Keywords:

Reading, Literacy, Teacher education, PNAIC

Abstract

The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practcies of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elemtns of the interactive model of reading. Concerning the reading practives, the activities of extraction of meanings from the text for the development of the textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercise that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, is less frequently used. Finally, we highlight the importance of analysing theoretical and methodological assumptions of continuous training programs in order to understand how theese help the teachers to analyse their practices and rethink according to the students’ needs.

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Author Biographies

Marta Nörnberg, Universidade Federal de Pelotas

Doutorado em Educação (UFRGS). Professora Associada do Departamento de Ensino da Faculdade de Educação e pesquisadora do Programa de Pós-Graduação em Educação da UFPel. Bolsista de produtividade em pesquisa do CNPq-Nível 2. Vice-líder do GEALE - Grupo de Estudos sobre Aquisição da Linguagem Escrita. Desenvolve estudos sobre formação de professores, teoria e prática pedagógica, docência nos anos iniciais.

Maurício Cardoso Dias, Universidade Federal de Pelotas

Graduando do curso de Pedagogia da Faculdade de Educação da UFPel. Bolsista de Iniciação Científica (CNPq e Fapergs)

Josiane Jarline Jäger, Universidade Federal de Pelotas

Mestre em Educação (UFPel). Doutoranda em Educação do Programa de Pós-Graduação em Educação da UFPel. Bolsista de Doutorado Capes.

Posted

12/29/2021

Section

Human Sciences