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Authors
Abstract(s)
A promoção de uma educação literária junto dos alunos tem sempre como recurso pedagógico privilegiado o texto de literatura. Partindo de um livro podemos levar os alunos a falar dos textos com as suas próprias palavras. É através da leitura que os alunos vêem, descobrem o mundo e se descobrem ou redescobrem a eles próprios. É através da leitura que o aluno se torna acolhedor e produtor de cultura, a interagir com o texto. À medida que o aluno cresce, a sua motivação para a leitura diminui, devido, muitas vezes, a problemas de compreensão leitora. Muitas vezes é o próprio manual escolar que acaba por afastar o aluno dos livros e da leitura. O objectivo deste estudo é tentar perceber as causas da fraca compreensão que os alunos têm dos textos que lêem e analisar o modo como através das perguntas estes podem ser interpretados. No primeiro capítulo, far-se-á uma primeira abordagem a um dos principais agentes da leitura, o manual escolar, para de seguida se decompor todo o complexo processo da compreensão leitora. No segundo capítulo, apresentamos o trabalho realizado numa escola secundária durante um ano lectivo.
Promoting a literary education in students always has the literary text as a privileged pedagogical resource. Using a book we can take students to talk about texts using their own words. It is through reading that students see, find the world and discover or rediscover themselves. It is through reading that the student becomes culture receiver and producer interacting with the text. As a student grows up, his/her motivation to read often diminishes due to problems of reading understanding. Many times it is the school book itself that deviates the student from books and from reading. This study’s aim is try to perceive the causes of the small understanding students have of the texts they read and to analyse the way how they can be interpreted through questions. The first chapter will contain an approach to one of the weak reading agents, the school book, and after we will decompose all the complex process of reading understanding. In the second chapter we will present a work performed in a secondary school during a school year.
Promoting a literary education in students always has the literary text as a privileged pedagogical resource. Using a book we can take students to talk about texts using their own words. It is through reading that students see, find the world and discover or rediscover themselves. It is through reading that the student becomes culture receiver and producer interacting with the text. As a student grows up, his/her motivation to read often diminishes due to problems of reading understanding. Many times it is the school book itself that deviates the student from books and from reading. This study’s aim is try to perceive the causes of the small understanding students have of the texts they read and to analyse the way how they can be interpreted through questions. The first chapter will contain an approach to one of the weak reading agents, the school book, and after we will decompose all the complex process of reading understanding. In the second chapter we will present a work performed in a secondary school during a school year.
Description
Keywords
Compreensão leitora
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior