O ensino de leitura crítica e as temáticas significativas para adolescentes: a análise do desenvolvimento de um projeto de ensino

Abstract

Teaching how to read, understand, and interpret is a task for every Portuguese teacher. However, there are several problems that, in relation to this issue, interfere in this process. One of the challenges is working with critical reading in the Portuguese language classroom. In view of this reality, this research focuses on the construction of alternatives to contribute to its solution. Therefore, the general objective of this work is to verify the process of teaching and learning critical reading during the development of a teaching project with first-year high school students. Regarding the specific objectives, we seek, before and after the development of the teaching project, to identify the main reading difficulties of the students and to identify the students' perception of their reading process. Between these two moments, we will develop a teaching project whose objective is to provide meaningful critical reading activities to the students. Understanding reading as a dialogue between the reader and the author (Bakhtin, 2011) and the text as a socio-historical product and process (Bakhtin/Voloshinov, 2006), this research is also based on discussions about multiple modalities (Rojo; Barbosa, 2015) and their effects on meaning. Since it is carried out with elementary school students, the role of significant themes and generating themes (Freire, 1993) becomes relevant. This is a qualitative-interpretative research in which, by assuming the role of teacher-researcher (Bortoni-Ricardo, 2008), a teaching project is developed with 68 students in two classes of the 1st year of high school at a public school in the region of Contagem, in Minas Gerais. The main instruments of this research were: reading questionnaires (initial and final) and metacognitive questionnaires (initial and final), in addition to notes in a field diary. Thus, having identified the themes that were significant to the students, activities were developed in 10 meetings between April and July, based on the difficulties identified in the questionnaires. With themes involving our diet, the production of advertising images of food and its production chain, as well as the use of technology and the Internet by children and adolescents, and social inequality in access to the Internet, we carried out a dialogued reading of texts of various discursive genres. In this sense, the results indicate that the students understood the need to pay attention to the conditions of text production and the importance of research in various sources, in addition to having improved their reading self-esteem. The importance of the emotional connection between teachers and students in this process of constructing meanings (Ribeiro, 2010) and expanding critical awareness (Freire, 1968) is also highlighted.