Eu não sei ler: um estudo sobre crenças autoexcludentes, práticas de leitura literária e compreensão leitora

Abstract

This study aims formulating didactic proposals which help the literary literacy process and promotes improvements in the development of reading comprehension in adolescents in periphery area of Fortaleza. We have developed an actionresearch with a group from a public school in Fortaleza, having 30 hours as a total of the intervention with a didactic sequence of literary literacy (COSSON, 2011). During our research we analyzed possible changes in belief systems (BARCELOS, 2011) of children from sixth level of elementary school from a public school in Fortaleza as its insertion in reading community after a systemic reading literary practice and evaluate the improvement in reading development of those students. After theoretical studies phase, we began to collect the data of the research through a sociocultural questionnaire and a reading profile, a reading comprehension pre-test, elaboration of didactic contexts with literary texts, practice of didactic sequences of literary literacy, reapplying the questionnaires and the reading comprehension tests of the selected group. On the other hand, we can notice that even this improvement could not have been seen with a large highlight. If we analyze each participant individually, in a general way, the group presented great improvements, even taking into consideration the short period of time and hours dedicated to didactic innovation introduced in our research.