O processo inferencial na compreensão leitora numa turma das séries iniciais do Ensino médio de uma escola pública estadual de Maceió-AL

Abstract

This dissertation reports a research on the inferential process in reading comprehension in a class from the initial high school series of a state public school in the tge peripheral zone of the city of Maceió, AL. Faced with 11 years of teaching experience at this grade and level of education, we have found a growing difficulty in reading comprehension, responsible for the low level of student performance in evaluative systems such as Pisa, Prova Brasil and Saeb. The purpose of this study was to diagnose and remedy difficulties in reading comprehension among these students in order to help them improve their performance, especially in inferential reading, through reading comprehension tests and teacher-student interaction, discussion and mediation activities. The study is based on the cognitive aspects of reading comprehension, based on researchers such as Kleiman (1998; 2002), Silveira (2015), Silveira e Oliveira (2015), Leffa (1996), Coscarelli (2003); Dell’Isola (2001), among others; considering the descriptors of the Prova Brazil, mainly those that privilege the inferential reading strategies, whose realization is given by the activation of the previous knowledge of the reader and its interaction with the linguistic, discursive and semantic clues text. It is an action research of na interventional and interpretative nature, which used quantitative data. Five tests of multiple choice and two tests cloze were applied to evaluate students’ comprehension and two questionnaires were used: one for the survey of the profile of 20 collaborating students of that public school and the other was used to collect the level of the students’ satisfaction. The collected data allowed us to verify that a good part of the students, although they are in the High School, still present difficulties in the comprehension of texts, mainly in questions that involve the use of inference. We conclude that most of the students do not seem to have sufficient textual competence to understand the elements of textuality in the microlevel, such as questions of verbal and nominal agreement and regency, reference and proper use of verbal tenses. Finally, we conclude that students are able to efficiently answer the descriptors demanded in Elementary School, which request explicit information and simple inference; but we found that students have not yet reached the level required for their segment, since they have not been able to correctly answer questions that work with the specific descriptors of Higher Education, more focused on argumentation and more on complex inferences. Thus, the deficiency of the collaborating students in issues that demand more effective strategies for fluent, productive and critical reading is evident.