Didática da leitura na educação de jovens e adultos: mediação nas/das práticas curriculares

Abstract

This research aimed to analyze the didactics of reading in the Young and Adult Education, understanding how the processes of author-text-reader mediation happen in the/of curricular practices. In this context, it problematized: How does the didactic mediation of reading teaching materialize on the third phase of YAE, promoting or not the author-text-reader interaction? As a theoretical contribution, the research was based on Bakhtin (2004); Barzotto (1999); Bortoni-Ricardo (2004, 2012); Candau (1988, 2013); Cavalcante (2008); Colomer and Camps (2002); Freire (1979, 1981, 1989, 1996); Freitas (2012); Geraldi (1999, 2010, 2013); Libanean (2013); Luckesi (2013); Marcuschi (1999, 2003, 2008); Rays (2013); Santos, Souza and Moraes (2017); Santos (2014, 2017, 2018); Vigotsky (2001); among others. Methodologically, it is qualitative in it nature (FLICK, 2009), of the case study type (YIN, 2010). Based on the principles of this approach, we experienced the steps: bibliographic research, observation of the reading classes, we done semi-structured interviews, and data analysis and discussion. The results of the investigation indicated that the teacher that was investigated, in reading classes, she tried to mediate the author-text-reader dialogue, but she presented difficult in mediating the knowledge inferred by the students from the text read in order to lead them to dialogue with the text. Thus, in many reading-class contexts, the teacher has restricted the mediation of reflection on the senses produced in the superficiality of the text, or the identification of ready-made answers. The results also show that the choice of the textual genre it was, somehow, determinant in the adoption of a didactic mediation of the more traditional or more socio-interactionist reading.