Práticas de leitura no ensino fundamental: em que medida a escola contribui para motivar e formar alunos leitores?

Abstract

Reading shows itself as a great contemporary educational concerning. And, in this context, school plays an important role, because it s knew that is insufficient teach pupils to read and write, but necessary improves reading practices. Recognized the importance of school in stimulating reading, it s given us to ask for: in what measure does the school contributes to motivate and to form reading pupils? In order to answer such a question, this study goals analyses the physical and pedagogical school conditions that can contribute to the formation of reading pupil. To this, was chosen a qualitative-type research, of ethnographical kind, with the case study approach. To the collect of data was used, as instruments, observation and semistructured interview. Therefore, the corpus of this work is constituted by the register from 14 Portuguese language lessons observed and from interviews to the teacher and pupils from the 3th series at Fundamental Teaching of the morning turn in a public school from Maceio s municipal system. It´s adopted the theoretical support from reading conceptions proposed by Leff (1996a), from reading strategies proposed by Kato (1985) and Kleiman (1989, 2004) and sustained by Silveira (2005) and by motivation for learning theory, with emphasis in Bzuneck (2001) and Guimarães (2001a, 2001b) studies. Collected data allows to establish three analysis axes: 1) the material and physical conditions of the reading room, 2) the Portuguese language lessons and the teacher incentive, and 3) the pupils aptitudes related to reading in school. The data analysis leads to conclude that in the school were the research was made; both the physical conditions and the pedagogical proceedings are not sufficient and adequate to the formation of the reading pupil.