O papel das estratégias de leitura na compreensão de textos escritos para a fluência da leitura oral em alunos da EJA

Abstract

The topic of reading comprehension is something complex and challenging for researchers, teachers and students. Its experience requires motivation, commitment, skills and the use of relevant strategies. Teaching in this area encompasses the fields of study of language, text and orality, linked to the achievement of a single goal: the development of the reading proficiency of learners. Considering the most relevant aspects for teaching reading, we aim to investigate strategic propositions for the development of understanding of written texts that contribute to reading fluency and, thus, favor oral practices. We admit that understanding is equivalent to making explicit the ability to express a meaning. This, however, is not restricted to the text vocalization experience. However, commonly, in the classroom, vocal practice in reading is used for the purpose of evaluating who reads, being distorted from the social function. The research in focus is focused on the final segments of Elementary School II and Youth and Adult Education, notably the latter, whose audience is highly heterogeneous in terms of cognitive development and age range. Many of these young people and adults, due to different circumstances, found themselves distant from the experience of the school space. They perceive the desired objective in learning to read, a task not always easy for them, but certainly necessary for the development of reading competence. Thinking about this particular teaching reality, we seek to investigate the reading processes that can generate, in this teaching segment, a significant learning of reading, in particular, of fluency in oral reading. We start from the basic hypothesis that the use of reading strategies, when properly applied in the comprehension of written texts, contributes to the development of fluency in oral reading. In this way, we seek the theoretical bases in Smith (1989), Alliende & Condemarín (1987), Bajard (1994; 1999; 2002; 2007; 2021), Kleiman (1989, 2004, 2010, 2011), Fulgêncio; Liberato (2002; 2004), Solé (2009), Koch; Elias (2006), Marcuschi (2008) and Sánchez Miguel (2012). To this end, we developed a pedagogical notebook, organized in reading workshops, to be applied to students in the final segments of the EJA, which can be adapted for the initial and final grades of Elementary School II. We privilege didactic work with oral genres in suggestions for reading activities and vocalization of texts to stimulate and practice oral fluency. In this sense, we intend with this material to help EJA teachers to collaborate in the construction of a didactics of saying, as well as to motivate them to create their own didactic material. in the future. We hope, with this, to contribute to an ever-increasing participation of more secure and confident student readers, who feel satisfaction and express the desire to vocally transmit texts in public. We also hope to give greater relevance to the vocal practices of the text, so that they can be inserted into pedagogical and social reading activities, ensuring learners have adequate linguistic competence for good performance in reading comprehension and the formation of autonomous readers.