Estratégias didático-discursivas propostas para o ensino de leitura no Caderno do Professor Se bem me lembro

Abstract

Anchored in theoretical perspective of the Applied Linguistics, this article has the objective to investigate what strategies didactic and discursive are suggested approach to teaching reading in the Book of Professor Se bem me lembro for teachers enrolled in the Portuguese Language Olympiad in year 2010. This research is descriptive-interpretive, of qualitative nature whose data were collected in booklet collections of memoirs, which is part of the material intended for educators enrolled in the second edition of the Portuguese Language Olympics in the year 2010, available at: <http://escrevendo.cenpec.org.br / ecf>. The results show that the didactic and discursive strategies, suggested by the authors of the Book of Professor’s approach to teaching reading, collaborate to form an active reader capable of connecting ideas, conclude, deduce, create hypotheses from the explicit and implicit information in the written text and appropriating the linguistic and discursive features of the genre Literary Memory, from the analysis of copies of the genre. In addition, they contribute in some way, to the process of literacy that is done by means of literary texts.