Concepções e práticas de leitura de professoras em turmas multisseriadas da escola do campo

Abstract

This work aims to analyze the reading conceptions and practices of teachers working in multi-grade classes in the early years of the Francisco Mendes Municipal School, in the Chico Mendes Settlement, located in the municipality of Riachão do Poço. To this end, we draw on authors who reflect on field education such as Camacho (2009), Ribeiro (2012), Caldart (2004), Fernandes (2004), Molina, Ribeiro and Agostinho (2023), as well as bringing legal aspects about Field Education, considering the following documents: Operational Guidelines for Basic Education in Field Schools and the Law of Basic Guidelines for Education (LDB); regarding multi-grade classes, we draw on theorists such as Batista (2013), Neves (2000), Lazaretti and França (2021), Hage (2005), Moura and Santos (2012) and other authors; and regarding the conception of reading, we rely on Souza (1992), Koch and Elias (2018), Martins (1982) and others, as well as the conception of reading from the Curricular Parameters of the Portuguese Language (1998) and the Curricular Proposal of the State of Paraíba (2018); in relation to literary literature and reading formation, we rely on Lajolo (1993), Soares (2016), Candido (2002), among others. Regarding the methodology, this is a descriptive, bibliographic, field research, with a qualitative approach. Participant observation and the questionnaire technique were used to collect and analyze the data. The results indicate that the teachers' conceptions of reading go beyond the ideas of mere decoding of words, understanding reading as a process of construction of meanings, which considers the reader's world experiences and allows the reader to imagine, create scenarios, characters and understand the text. Regarding the reading practices experienced in the classroom, we can observe that despite including moments of reading and exploring the text, there is a literal analysis of the text with a focus on linguistic activities. A mismatch between the conception and the reading practice developed by the teachers was also noticeable. However, there is an effort by the teachers to promote reading, literary reading, shared reading practices and storytelling, even if in brief forms. Such practices have shown promise in dealing with the difficulties of multi-grade classes.