As inferências, os conhecimentos socioculturais e o alcance do letramento crítico: a análise das coleções de espanhol (PNLD 2017)

Abstract

The search for stimulating the development of the reading competence has become, over time, the goal of several countries and their scholars, which has, as a consequence, influenced research within the field, as well as generated new methods and models aiming at improving the competence. In some instances, the improvements were simple and instrumental and, at other times, were more complex and not instrumental. Today, it is known that the reading process is not linear and involves numerous skills and knowledge, which may vary from reader to reader and, therefore, its development must take into account the framework of prior knowledge, the ability to conclude and the critical thinking of the individuals involved with the reading task. In the Brazilian classrooms, the most used reading resource is the textbook, so understanding how knowledge inference and critical thinking relate to achieve Critical Literacy within textbooks becomes essential for Brazilian education. The qualitative analysis of the reading activities of the Spanish collections approved by the PNLD 2017 (based on a bibliographical research) led to the development of didactic analytical frameworks, which had as its most important points the following: the reading conception under which each question was elaborated; types of conclusion-making processes; and critical tasks explored in each question. The preparation of these tables aimed to contribute to future research and also to the production of didactic materials. A quantitative analysis was also conducted, in order to provide a comparative view between the collections. The data generated, both qualitative and quantitative, allowed us to conclude that the collections present more activities elaborated under the Linguistic conception of reading, followed by Psycholinguistics and Socio-cultural conceptions. It can also be affirmed that the exploration of the inferential capacity of the readers is present, with the Propositional / Explicative inferences being the most present, followed by the Lexic / Linguistic and Pragmatics. In addition, it was verified that the promotion of critical tasks is present in all analyzed collections. Finally, it was agreed that the activities which aimed at the exploration of at least one type of inference are those which require the most development of critical reflection by the reader, which allows us to affirm that a work focused on socio-cultural knowledge, exploration of inferential capacity and the promotion of critical tasks will contribute more effectively to the development of critical reading.