Banca de DEFESA: ISABELA BORGES DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ISABELA BORGES DE SOUZA
DATA : 21/03/2019
HORA: 15:00
LOCAL: PPG sala 04
TÍTULO:

Reading comprehension: the use of metacognitive strategies of reading the propaganda genre in elementary education.

PALAVRAS-CHAVES:

Reading. Metacognitive strategies. Genre propaganda. Teaching of Portuguese Language.

PÁGINAS: 179
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

The work of reading development has been neglected. Consequently, gaps are being left out, as evidenced by national and international assessments such as PISA. It is now perceived that many students reach the final years of Elementary School II with numerous difficulties in reading, presenting various difficulties of comprehension in the different genres, making only a decoded reading, without producing meaning in what they read. This occurrence impairs the competent use of reading, including in their communicative practices. Thus, the present research of educational intervention, with an interpretive character, had the objective of elaborating didactic activities for 7th grade students, who privilege reading comprehension through metacognitive strategies of the propaganda genre. After performing a diagnostic evaluation, a set of activities was elaborated and divided into two modules. Through the activities of interpretation, students were led to two objectives: to recognize important information in the text and to activate attention to relevant information. The research was applied twenty students of the 7th grade class of Elementary School of a public school, located in a municipality in the interior of the State of Rio de Janeiro, where the teacher-researcher is a Portuguese Language teacher. The analysis of the given answers found that the students have difficulty in identifying the connotative meaning of words in the advertisement and to make relation of the text with the image. It is proposed, as a possible solution to the difficulty identified, that the work with metacognition should go through all the grades of elementary school. For that, it is known that teachers need to be aware of how to apply this. In addition, it is necessary to search to find which metacognitive strategies of reading are efficient for the progress of the reading competence.

MEMBROS DA BANCA:
Interno - 1735678 - ANGELA MARINA BRAVIN DOS SANTOS
Externo à Instituição - DEISE CRISTINA DE MORAES PINTO - UFRJ
Presidente - 1795701 - ROZA MARIA PALOMANES RIBEIRO