Compreensão leitora no 9º ano do Ensino Fundamental em contexto ribeirinho: mediação pedagógica por meio do gênero textual crônica

Abstract

Reading comprehension is a complex process that involves various mechanisms, such as activating prior knowledge, inferring meaning, and identifying textual elements. This study aimed to analyze and enhance the reading comprehension of 9th-grade students in a public elementary school located in a riverside area of Cametá, Pará, Brazil. The pedagogical intervention was based on the crônica, a short narrative genre common in Brazilian literature, and was guided by theoretical frameworks on reading, teaching, and textual genres, drawing on authors such as Coscarelli (2002), Marcuschi (2008, 2011), Solé (1998), and Freire (1996), as well as official documents like the Base Nacional Comum Curricular (2018) and the Portuguese Language Reference Matrix from SAEB (2022). This qualitative case study focused on a 9th-grade class and employed a methodology centered on pedagogical activities structured around the crônica genre, aiming to improve students’ reading abilities. The pedagogical mediation was organized in sequential stages: (1) contact with the genre, (2) analysis of the constitutive elements of the chronicle, (3) development of understanding of textual relations and abstractions and (4) consolidation of the points studied and sociocultural relationship. Data were collected through open-ended questions administered before and after the intervention, allowing for a comparative analysis of student performance in identifying textual elements and making inferences. The findings showed progress in reading comprehension, with a notable reduction in responses categorized as “Did not achieve” and an increase in those marked as “Achieved”. Initially, students struggled with identifying explicit information and making inferences. Post-intervention, most demonstrated improvement, reflected in an increase in fully and partially appropriate responses. These results suggest that pedagogical mediation grounded in the crônica genre fostered more attentive and reflective reading, emphasizing the importance of ongoing, contextualized strategies in developing students’ reading proficiency.