O gênero crônica na construção de leitores competentes e críticos: práticas de leitura em uma escola pública

Abstract

This paper presents the process and the results of a research that emphazised on an interactive reading concept (Solé, 1998) in combination with the idea of literacy as a critical thinking process (Freire,1987 & Janks, 2016). The purpose is to assist students to become competent readers, who are able to apply adequate reading strategies during text-reader interactions. Considering competent readers can obtain relevant information for goals that lead their reading (Solé, 1998, p. 22), a project was designed for the class 902 at Colegio Estadual Lauro Correa in Sao Gonçalo. The pedagogical project offers both individual and group learning ontinuous especially related to literary chronicles. The research is grounded on the fact that many students in middle school struggle with reading comprehension. This happens, because although the students did go through the initial literacy process they are not capable to decode texts fluently yet and they lack basic reading skills. Therefore, the reading and text ontinuous on difficulty becomes a significant, rising and ontinuous educational and social problem, given that reading, besides enabling people to widen knowledge, is also a mean of emancipation (Freire, 2005). Thus, this project attempeted to contribute for the the students to develop reading proficiency and to re-think their conceptions regarding reading. The results indicate that the pedagogical project motivated the students to self-assess themselves as readers, improving their ability to choose and apply adequate reading strategies to different textual genres, in particular literary chronicles. Thoughout the project the students were able to shift from a “naive” reading attitude to a critical one, assuming the postion of active induviduals in society.