A PERCEPÇÃO DE PROFESSORES DE LÍNGUA PORTUGUESA SOBRE O ENSINO DE LEITURA

Abstract

This work aims to investigate the perception of language teachers Portuguese Elementary School II on the teaching of reading. To achieve this objective, we conducted semi-structured interviews with five school teachers Fundamental. This research is inserted in an interpretative paradigm and characterized by qualitative nature (BORTONI-RICARDO, 2008). For analysis data, we conducted an investigation into the thematic content and lexical choices present in teachers' answers. The interview questions were divided into three categories of analysis: reading in basic education, teaching reading in the basic education and evaluation of reading teaching. The study used the theoretical perspective of conceptions of reading (KOCH; ELIAS, 2006) and guidelines on teaching reading Portuguese Curriculum Parameters of Portuguese Language (BRASIL, 1998), being these our main theoretical references, and still by authors like Kleiman (2000), Pietri (2007), Silva (1998), Góis (2012), Schwarzbold (2013). The results point that most teachers have a reading idea that focuses on the text, privilege or work with textual genres; evaluate that students only decodes and has difficulties in making sense of the texts they read; and the majority of teachers is satisfied with the teaching-learning of reading. These results point to a paradigm of transformation in the teaching of reading, since the Teachers aim to make reading teaching a more meaningful process for students.