Banca de DEFESA: PATRICIA LIMA SANTANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : PATRICIA LIMA SANTANA
DATE: 19/11/2021
TIME: 09:00
LOCAL: Google Meet
TITLE:

The teaching of reading comprehension in the process of Alphabetization: an analysis of the curricular proposal in the city of Rio de Janeiro with pedagogical orientations under the perspective of metacognition.

KEY WORDS:

alphabetization, reading comprehension, inference, levels of thinking.

PAGES: 88
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research has the general objective as being to investigate the teaching of students' reading practice as a cognitive process in the alphabetization phase. Its specific objectives were assumed as: (1) analyse how the reading comprehension is approached in the reading curriculum in the alphabetization cycle in the city of Rio de Janeiro; (2) propose pedagogical orientation for the teaching of reading comprehension from a metacognitive perspective. Therefore, this research has a qualitative character, which searches to understand and interpret documents and processes related to reading cognition of students in the alphabetization phase. In the first stage of this work, we adopted, as methodology, the qualitative and quantitative analysis of official documents from the city of Rio de Janeiro, evaluating the presence, distribution and progression of prescribed skills which relate to the development of reading comprehension. Based on this analysis, we verified the existence of repetition among reading abilities in all three years of the cycle, and also the lack of skills that develop the reading comprehension in a deeper movement of the text, which lead students to assume a more reflective attitude. We did not identify a solid progression of the lexical route through the explicitation of a cognitive development related to the vocabulary nor to the kinds of inference to be made. Thus, we can conclude that there is an adoption of a phonological perspective of alphabetization with a fragile approach of processes related to the lexical route, typical in mature adult readers. From the observation of these vacancies and redundancies, we followed through with the second stage, in which we presented the proposal of pedagogical orientations in a metacognitive perspective focused on the mediation of the teacher, that enhances the development in all levels of thinking in the process of reading, in order to achieve the reading comprehension in a more embracing way in the alphabetization phase.

BANKING MEMBERS:
Externa à Instituição - ADRIANA LEITAO MARTINS - UFRJ
Presidente - 2303141 - ADRIANA TAVARES MAURICIO LESSA
Externa à Instituição - JULIANA BARROS NESPOLI