A compreensão leitora entre alunos de 6º ano de uma escola pública municipal de Maceió: uma experiência didática numa abordagem sociocognitiva

Abstract

This dissertation is situated in the study area of cognitive and sociocognitive aspects of reading and text comprehension and has as purpose to present the results of a didactic experiment of reading and written text comprehension with the objective of reaching a diagnosis and possibly to remedy difficulties of text comprehension among students from the 6th year of a municipal elementary school in Maceió, capital of Alagoas State, in the Northeast of Brazil. The work remarks the importance of reading in the beginning years of elementary school as determinant factor for mastering skills in reading text comprehension in the subsequent years, not only in the discipline of Portuguese Language but also in the other curricular disciplines of primary and secondary education. In order to test the instruments and to verify its viability, a pilot-research was carried out in another school in a team of the same grade. It deals with a qualitative research, more precisely an action research, of interventional nature, and is subsidized by quantitative and ethnographic data. The instruments used to collect data were: a questionnaire to define students’ profile, 3 multiple choice tests, 3 cloze tests (also known as text with blanks) used to diagnose and evaluate students’ reading comprehension. Everything which happened during test application was registered in a logbook. And besides, a questionnaire was used to collect personal and professional data from the teacher who ceded the group for research. The theoretical foundation of the research was based on cognitive approach of reading defended by Kleiman (1989, 2004); Silveira (2005, 2015); Oliveira (2013); Santos (2009), Goodman (1987, 1991), among others, who consider reading as a strategic skill, in which the inferential process is extremely important. Data obtained from the tests are showed in graphics and tables, and then, the author proceeded to a qualitative analysis of these data in the light of the theoretical foundation, in the perspective to provide subsidies and benefits for improvement and effectiveness of reading teaching, mainly the process of reading comprehension in the context studied. The results of the didactic experiment indicated that in the multiple choice test the 34 students who participated in the research presented achievement levels which varied from increasing, stable, oscillating, etc; with respect to the cloze test, the students achieved a better performance between the results of the first and the second test. These data indicate that, if the experiment extended for a longer time, the students could obtain higher levels of reading comprehension.