Concepções de leitura em trabalhos de conclusão de Curso na Licenciatura em Pedagogia do Campo - UFPB

Abstract

This research, conducted from a qualitative approach of the bibliographic and documentary type was developed from the Course Conclusion Works presented in the Course Pedagogy of the Field, Federal University of Paraíba and aimed to investigate the Course Conclusion Works, of the Degree Pedagogy of the Field course, from 2015 to 2018.1, to identify the reading conceptions present in the pedagogical practices of teachers. Based on information obtained from the theoretical and methodological framework of the research, the reading conceptions approached in the TCCs were raised, highlighting the theoretical practices and discussions about reading. The research results showed that the reading conceptions present in the works are supported by authors such as: Martins (2012), Freire (2011), Solé (1998), Ferreiro and Teberosky (1999), Koch and Elias (2002) among others, presenting a dialogic and interactive conception, in which the students can read giving meaning to the text, expressing opinion about what they understood from their experiences and learning. Such conceptions consider that the meaning of the text is not ready, but is constructed by the reader in interaction with the author and the text.