Leitura crítica e formação do aluno leitor na contemporaneidade

Abstract

This research is inserted in the research line Language, Knowledge and Teachers’ Training of the Postgraduate Program of the Faculty of Education at the Federal University of Juiz de Fora / UFJF - Minas Gerais and intends to study the teachers’ work of the second level of the Elementary School with reading in classroom. The aim is to discuss the meanings constructed in this activity by teachers of a Public School in Juiz de Fora, which would be the practice of Portuguese language teachers and also from other disciplines, such as History and Geography, shared with the students at the time of the reading activities through the guiding question: what are the meanings constructed in the work done by teachers with reading in critical perspective in order to promote reflection on the formation of the student reader? For the completion of the research references from Vygotsky’s socio-cultural and historical theory on the contributions of Maria Tereza Freitas and Solange Jobim, constitute the theoretical framework. The methodological framework is guided by the principles of Critical Research of Collaboration (IBIAPINA, 2008 and MAGALHÃES, 2006), as a process in which all the subjects of the research, in a collaboration, development and learning movement are responsible for producing data and knowledge. The theoretical discussion is based on the studies about reading by CHARTIER, 2009; DI FANTI, 2003; FREIRE, 1985; GERALDI, 2010; KLEIMAN, 1996; KOCH, 2011; KONDER, 2009. Finally, the analysis is based on the theories of argumentation and is made from an extract of the reflective meeting with the four teachers of the researched institution. The results discussion is guided by the analysis of the data through the argumentative categories developed based on Reboul (2004), Liberali (2006) and Schapper (2010). The results indicate that it is still necessary to think and discuss about the argumentation between teachers and students at the time of reading in classroom and on the voice of the students in the construction of meanings constructed from the readings taken.