High-Level inferences and their Relationships with world knowledge in reading miniconts
Reading; Inference; world knowledge
This project proposes to investigate the interpretive process through higher-level inference (Applegate et al, 2002) in eighth grade students from a school in Mesquita-RJ. It is based on the assumption that teaching-learning should be carried out through a contextualized work in terms of discursive and pedagogical practices, taking into account the knowledge of the world acquired by the subject. In contemporary times, the scenario of the development of reading capacity is not satisfactory, according to Saeb and Prova Brasil. The reasons for the sedimentation of such a scenario are diverse and are due to the lack of productive public policies and the non-continuous training of those involved in Basic Education. The project focuses on the following instigating questions: in the context of inference, how do students' difficulties in linking distinct cognitive processes (experience, macro and micro social context, linguistic knowledge) are delineated? What integrations are established by students when integrating world knowledge into the text information? The general objective of the research is to investigate and discuss the developments resulting from these inquiries, thus contributing to an improvement in reading processes in school spaces.