O Programa Residência Pedagógica na Escola de Educação Básica da Universidade Federal da Paraíba: relatos de intervenções em leitura

Abstract

The present research, entitled: The Pedagogical Residency Program at the Basic Education School of the Federal University of Paraiba: Reports of interventions in Reading, aims to report the experiences lived by students and resident around the Reading Project, result of the pedagogical intervention of the program at school/field, showing the importance of reading in the formation and discovery of their reading self. The concerns about the research arose when an intervention was made in a class of 4th year of EEBAS/ UFPB, which asked the relevance of the Reading process for the class, seeking to unite the needs of the children with the interests of the resident. Thus, this qualitative research brings reflections on the critical-reflective teaching of Reading and its importance in their development. To this end, we chose three interventions, in which we present experience reports, showing the vision of the resident and students around the activities worked on. As a data collection instrument, a questionnaire was applied to the students in which we probed their most relevant statements around the experiences and analyzed them. As a result, we found that the Project had a positive response from the students, who got very involved through reflection, dialogue with the text and discussions beyond the classroom. With that, it was observed that the critical-reflective textual interpretation was able to resignify an entire reading context and mobilize children in the discovery of their reading self .