Compreensão leitora e metacognição: uma proposta de elaboração didática a partir da leitura do gênero notícia

Abstract

This research proposes that reading practices involve metacognitive activities that prioritize visible thinking and that take into account the ways of reading in vogue today, contributing to the formation of readers who are aware of their extensive reading processes. Thus, it deals with the process of reading the news genre in Brazilian society and presents a pedagogical approach for the training of proficient readers, from the perspective of educational psycholinguistics, in 8th year elementary school classes. Our objective is to investigate whether promoting metacognitive activities in reading classes can contribute to student engagement when reading, and whether these activities are capable of making them reflect on published news. The study has theoretical support based on the following conceptions: metacognition (Flavell, 1976; Abreu; Mattos, 2021), visible thinking (Ritchhart; Church; Morrison, 2011), visible learning (Andrade, 2021; Hattie, 2017) and active language learning (Pilati, 2017). As for the methodology, this work combines bibliographical research with action research. In the searching for new ways to promote education for understanding, making students protagonists of their own knowledge, the proposed didactic elaboration of this research consists of a sequence of activities about news, focusing on identifying fake news, which was divided into three stages named as: ―Reading practices‖, ―News genre‖ and ―Fake news: don‘t fall for it!‖. The results showed that the objectives were achieved, promoting student engagement in reading activities and noticeably changing their attitudes towards the treatment of news they receive.