Articulação e progressão no ensino da leitura: uma proposta em coleção didática do ensino médio

Abstract

In the current work, the teaching of reading developed by Portuguese Language Text Book so present in classrooms all over Brasil is analyzed. This study was stimulated by a restless curiosity as a teacher therefore we search for understanding the reading practices presented by a collection of LDP of High School. In such context, verification of which texts are approached is aimed and to which extent the articulation and progression of reading activities are proposed create conditions for students to consolidate the reading abilities once developed in school. To do so, the theory basis chosen is a concept of social interacting language. As analysis reference were used various sources such as the guidelines of National Curricular Parameter to High School (PCNEM, MEC, 1999 e 2002), documents formulated by The Education Ministry with guidelines of curriculum and its contents, the categories used by PISA (2010), grouping of genders and the idea of Teaching Sequence proposed by Scheneuwly & Dolz (2004). The body of work is constituted by a collection intended to High School examined and approved by National Program of Textbooks for High School (PNLD-HS/2012). After the data analysis it was possible to get to the conclusion that the collection presents a diversity of genders which are representative of the most canonical productions of our society and predominantly presents texts of order of narrating. The genders are inserted in function of the contents to be focused in the Literature and Language part and they are taken as subject of teaching in the Text Production part. Observing the activities, it becomes clear an approach directed to the particular characteristics of the genders in a way that the function slides to the second plan when taken in relation to recurrent composing structure. The results also indicate that the collections proposed work of constructing the part of Text Production through grouping of genders and the idea of Teaching Sequence by Scheneuwly & Dolz (2004) makes itself interesting by creating conditions in orders to students consolidate reading abilities and might be educated as readers who are able to deal with reading in a number of texts that circulate in society. This proposition has also made possible articulation and progression in the reading activities. It is also possible to take in consideration that the collection advances in some aspects, to the extent that it proposes a teaching practice based in recent theoretical notion, but would rather keep a traditional perspective in some other aspects, demonstrating this way a common attitude in the High School teaching practices.