A sequência didática de leitura e suas implicações nas habilidades leitoras

Abstract

This research arose from the need I observed, as a teacher, in a 3rd grade class, which I taught remotely in 2020, due to the Covid-19 pandemic, in a school in the João Pessoa/PB education system. The class consisted of 26 students, of which only 16 students gave us satisfactory feedback on the activities, thus allowing us to analyze the reading and writing levels. As a mapping of reading levels, we had only 8 students who were fluent readers and were at the alphabetical level of writing, and the others either could not be systematically monitored or were below what was expected for the skills necessary for the age group and the class in question. Thus, teaching and learning reading presented itself as a challenge for this class, results reflected in the 2021 Ideb, where the school system obtained the score: 4.6. As a sampling cut, we sought to restore the reading fluency of the subjects participating in this research, two students from a 4th grade class of 2023, from this same school. To this end, our objective was to analyze the effects of the application of a Didactic Sequence of reading with the instructional genre, based on the theoretical studies of: Dolz, Noverraz and Schneuwly (2004), Kleiman (2002), Solé (1987/2014), Antunes (2009) and Marcuschi (2011). Methodologically, we start from a socio-interactionist conception of reading, in line with the National Common Curricular Base (BNCC, 2017) that defines the set of learning for teaching in the country. This research is of a qualitative nature, aiming to identify inferences that interfere in the construction of reading and to analyze the impact of this activity on our teacher training. We were able to see how the Didactic Reading Sequence that uses the structure of textual genres, combined with the teacher's intermediary practice, can contribute to overcoming difficulties related to reading, through interaction with peers, thus enabling the autonomy of the subjects involved and the understanding of their objectives, results that ended up reflecting in the field of orality, as well as in writing and its use in the social environment.