O uso de estrategias cognitivas e metacognitivas no ensino/aprendizagem da leitura no 1o. grau : uma proposta de intervenção
Maria Celia Cence Lopes
DISSERTAÇÃO
Português
(Broch.)
T/UNICAMP L881u
Campinas, SP : [s.n.], 1997.
177f. : il.
Orientador: Angela B. Kleiman
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Resumo: Este trabalho teve como enfoque principal a leitura escolar, pois sempre nos preocupou o seu desenvolvimento precário, tendo como conseqüência leitores com uma série de deficiências no que tange à recepção de textos escritos. Por sua vez, a leitura sem objetivos claros e sem um respaldo...
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Resumo: Este trabalho teve como enfoque principal a leitura escolar, pois sempre nos preocupou o seu desenvolvimento precário, tendo como conseqüência leitores com uma série de deficiências no que tange à recepção de textos escritos. Por sua vez, a leitura sem objetivos claros e sem um respaldo teórico vai se tornando cada vez mais em uma atividade sem o significado que deveria ter. Tendo como base esses pressupostos, organizamos nosso trabalho voltado para uma intervenção nas aulas de leitura a fim de verificarmos os efeitos de uma diretriz pedagógica alternativa, baseada em princípios psicolingüísticos. Durante seis meses, com um encontro semanal de quatro aulas cada um, desenvolvemos nossa pesquisa, cujo objetivo central era o desenvolvimento de aspectos cognitivos relacionados à leitura, destacando as estratégias metacognitivas. Estiveram envolvidos em nossa pesquisa alunos da classe média alta, da 58 série, de uma escola particular de Uberlândia, que apresentavam claros e variados problemas de leitura. Podemos dizer que obtivemos resultados animadores. No decorrer das aulas, os alunos demonstraram pelo seu comportamento e na participação das aulas a superação que muitos problemas. Tornaram-se mais confiantes e sobretudo, mais conscientes na seqüência das atividades. O interesse pela leitura foi despertado e acentuou-se à medida que a leitura se tornou significativa para eles. A evidência dessa mudança é revelada através da análise da interação na sala de aula, dos procedimentos pedagógicos desencadeados e das entrevistas com os participantes. Destacamos que o trabalho formativo do leitor é possível, a fim de evitarmos que a "crise de leitura" que ora presenciamos recrudesça ainda mais
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Abstract: The main focus of this study has been on school reading since its, precarious development has always worried uso This has caused a series of deficiences concerning the acceptance of written texts. Reading without clear
goals and whithout a theorical support is becoming an activity whithout... Ver mais Abstract: The main focus of this study has been on school reading since its, precarious development has always worried uso This has caused a series of deficiences concerning the acceptance of written texts. Reading without clear
goals and whithout a theorical support is becoming an activity whithout the necessary significance that it shoud have. 8ased on these assumptions, we have conducted our study to reading in the classroom in order .to verify the effects of an alternative pedagogical direction inspired on psycholinguistic principies. For six months, with a weekly meeting of four classes, we developed our study the main objective of which was the development of cognitive aspects related to reading, emphasizing the metacognitive strategies. Upper-midldle-class students from the fifth grade of a private school in Uberlandia were chosen for this study. They showed clear and different reading problems. We can say that we obtained stimulating results. During class time, thestudents showed through their behavior. and their class participation that they have overcome various problems. They became more confident and, above ali, ,more conscious in the sequence of actvities. The interest for reading was awakened and it grew as the reading.became meaningful to them. The proof of this change was revealed through the analysis of interaction in the classroom, the pedagogical procedures developed and the interviews with the participants. It is evident that ali the work involving the formation of a reader is
possible, and is necessary in order to avoid the increase of the "reading crisis" that were observed. Ver menos
goals and whithout a theorical support is becoming an activity whithout... Ver mais Abstract: The main focus of this study has been on school reading since its, precarious development has always worried uso This has caused a series of deficiences concerning the acceptance of written texts. Reading without clear
goals and whithout a theorical support is becoming an activity whithout the necessary significance that it shoud have. 8ased on these assumptions, we have conducted our study to reading in the classroom in order .to verify the effects of an alternative pedagogical direction inspired on psycholinguistic principies. For six months, with a weekly meeting of four classes, we developed our study the main objective of which was the development of cognitive aspects related to reading, emphasizing the metacognitive strategies. Upper-midldle-class students from the fifth grade of a private school in Uberlandia were chosen for this study. They showed clear and different reading problems. We can say that we obtained stimulating results. During class time, thestudents showed through their behavior. and their class participation that they have overcome various problems. They became more confident and, above ali, ,more conscious in the sequence of actvities. The interest for reading was awakened and it grew as the reading.became meaningful to them. The proof of this change was revealed through the analysis of interaction in the classroom, the pedagogical procedures developed and the interviews with the participants. It is evident that ali the work involving the formation of a reader is
possible, and is necessary in order to avoid the increase of the "reading crisis" that were observed. Ver menos
Kleiman, Angela, 1945-
Orientador
Terzi, Silvia Bueno, 1940-2013
Avaliador
Cardoso, Silvia Helena Barbi
Avaliador
O uso de estrategias cognitivas e metacognitivas no ensino/aprendizagem da leitura no 1o. grau : uma proposta de intervenção
Maria Celia Cence Lopes
O uso de estrategias cognitivas e metacognitivas no ensino/aprendizagem da leitura no 1o. grau : uma proposta de intervenção
Maria Celia Cence Lopes
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