A avaliação da leitura em perguntas sobre o gênero charge: análise em livros didáticos de Língua Portuguesa

Abstract

The teaching of the Portuguese language, in recent years, especially after the technological revolution of the internet, has required several changes, especially in the field of reading and textual interpretation. Reading is no longer merely an exercise in decoding the syntactic structures of the language and, based on inferences, started to demand a more critical reflection and perception from the reader, expanding their participation and sociocultural influence. In this conception, textual genres have contributed to the achievement of this goal, because, from the inclusion of various genres in the classroom, the student better understands the text, its function, realizing and recognizing the genre that best suits the situations of real communication, in addition to promoting reflective reading. In order to carry out this work, we chose the textual genre charge as a model for being fundamental in this process of critical reading formation, since that genre draws the reader’s attention because it usually contains verbal language and non-verbal and presents current situations that provoke reflection and lead to an investigation by the student about the themes presented, contributing to the formation of readers able to form their own opinion and thus contributing to the development of critical-reflective reading. The research is bibliographical in nature and is based on the studies of the following theorists: Marcuschi (1999 and 2008), Bakhtin (2003), Regina Dell’Isola (1998), as well as on the guidelines of the National Curriculum Parameters (2001).