A importância da leitura dialógica na sala de aula

Abstract

The present paper deals with the importance of the dialogic reading in the classroom, and proposes to delimit as object of study this modality of reading based on dialogism and interaction through cartoons. During the classroom experience, the following question emerged: what strategies can be used by the teacher to contribute to teaching and to promote a dialogic reading in the classroom that stimulates an active understanding of the student? Our hypothesis is that the teacher should work exploring the multiple meanings of words and images, relating text and context, promoting the active participation of all students, aiming for active dialogue among all students. Likewise, the teacher must create a dialogic and participatory transmission of knowledge. The General Objective of this work is to: Analyze the importance of Dialogic Reading in the classroom for the teaching-learning process. The specific objectives are: 1) To investigate the possible contributions of teachers in the classroom to promote comprehension and textual analysis; 2) To check the teachers' understanding of the exercise of dialogic reading in the classroom. 3) To understand the representation of the students about their evolution in the teaching-learning process from the dialogic reading. The choice of the subject is justified by the understanding that the dialogic reading in the classroom is essential for the active understanding of texts (verbal and non- verbal). Reading, in a participative and interactive way, is indispensable for the knowledge and development of the child. As methodological procedure, the research was improved in the qualitative approach using the interview technique, for the four teachers, and also a questionnaire with subjective questions about the cartoons explored in the classroom under the dialogic perspective of the reading for the students of the Group of the 5th year of the in Escola Municipal de Ensino Fundamental Maria Eulália Cantalice in Guarabira-PB. The results show that teachers have knowledge about the teaching of reading through cartoons and recognize the importance of them for the development of student learning. Thus, the theoretical basis that supports our work is made up of Bakhtin (2006), Brait (2005), Barros (2005), Fiorin (2004), among others.