A leitura em voz alta e sua relação com a performance leitora em círculos de leitura: um estudo colaborativo para a sala de aula

Abstract

This abstract presents a doctoral research having as object of study reading aloud in the personal and professional practices of Portuguese Language teachers in the final years of Elementary School in a public school in the city of São Sebastião-AL, during the years of 2021 and 2022. For this, actions of Continuing Education of teachers were used as a pedagogical strategy for the effectiveness of the discussion about the reading practice in the classroom, considering the importance of reading aloud as a constant practice in our civilization, since Antiquity, passing through the other periods of History, until our days, when it is observed, in the current school, the neglect of reading aloud, always staying on the sidelines of silent reading. Therefore, this work aimed to discuss the implementation of reading aloud from a teaching perspective, through reading circles (Cosson, 2020), focusing on literary reading, in the aesthetic, expressive and performative dimensions. In this sense, it was intended, throughout the research, to answer the following question: to what extent, reading aloud and its relationship with reading performance can contribute to changing the perception of Portuguese Language teachers about the practice of reading out loud in the classroom, through pedagogical workshops? In this perspective, it was intended, as a general objective and consequently as expected results, to contribute to the reflection and change in the perception and vision of teachers on the importance of reading aloud in Portuguese Language classes, specifically among students of years end of Elementary School. Interventional actions foreseen in the collaborative research (Ibiapina, 2016) were developed involving the teachers of the school-field of the study, as a means of Continuing Education actions, with pedagogical workshops and a teaching strategy -Reading Circles - among the teachers, coordinated by the researcher. As a way of obtaining and analyzing data, questionnaires were applied and reports from workshops held with teachers from the field school were used. The theoretical foundation covered bibliographic studies on the historical aspects of written language and reading aloud practices, based on authors such as Bajard (2014); Fischer (2006), Manguel (1997), Cavallo; Chartier, (1998), Jean, (1999), as well as on the conceptions and approache of reading in language teaching (Angelo and Menegassi, 2022). Finally, the researcher made use of the concept of Double Conceptualization (Lerner, 2002) as a strategy to enable Continuing Education actions in the workshops, aiming at the use of reading aloud in the formation of young readers in school education. The research results indicated in the answers to the satisfaction questionnaire indicated that the workshops were effective and promoted a very positive perception of reading aloud both in personal and professional life among the participating teachers.