Aulas de leitura no 8º ano do Ensino Fundamental: uma relação entre estratégias metacognitivas e compreensão leitora

Abstract

The theme of this study is reading in relation to metacognitive strategies and students' reading comprehension, in Portuguese language classes in the 8th grade of elementary school. The question is: "How to teach students to develop their reading comprehension skills?" The Psycholinguistics approach to reading was adopted in its interface with Education, with the studies of Kato (1999), Kleiman (2004; 2000); Solé (1998); Leffa (1996); Jou and Sperb (2008); and Maia (2018; 2019). The general objective of this study was to analyze how it is possible to promote reading, through the teaching of metacognitive strategies that can help students to develop their reading skills, in order to compose the understanding of what is read. The methodology was directed towards the elaboration of a Pedagogical Notebook with the following activities: reading and understanding of two posters, two short stories and the lyrics of a song, in order to verify the possibility that these activities will contribute to the development of comprehension skills reader. The expected results will be based on the implementation proposal, the translation between research and teaching. The proposed lesson plan aims to highlight certain reading strategies, promoting students' awareness, based on the guided implementation of reading strategies. The following genres will be worked: informative posters, short stories and music, in order to verify if students can compose the reading comprehension of these texts, and if this can be taken as an index of reading comprehension skill development. This oriented implementation must be applied with the Pedagogical Notebook.