Representação sobre o ensino de leitura de professores de português das escolas públicas de Fortaleza

Abstract

This research had as main objective to analyze the Social Representation (SR) of Portuguese Language teachers of the Municipal Teaching Network of Fortaleza in the final years of Elementary School on the teaching of reading. The research is located in the field of Applied Linguistics, as defended by Moita Lopes (2006), Rajagopalan (2010) and Pennycook (2022). The research had as theoretical reference, also, the Theory of Representations of Moscovici (1978, 2009) and Jodelet (2001). Methodologically, we also use the postulates of van Dijk (2003, 2008a), specifically the category of theme analysis within the macrocategory Meaning of Discourse. The research was conducted with Portuguese language teachers of the ninth year belonging to the cadre of effective teachers of the City Hall of Fortaleza. Two instruments were used for data generation and for the constitution of the corpus: personal report (written) and semi-structured interview (recorded and then transcribed). To make the analysis we use the postulates of Critical Discourse Analysis, as suggested by van Dijk (2003, 2008a). The category used was the "Meaning of Speech", specified in the subcategory of the recurring "Themes" in the text and speeches of teachers. It was also used the methodology of Spink (2004) which consisted in making the floating reading of the reports and interviews already transcribed, in order to identify the recurring themes on reading teaching and then was listed in a hierarchical way the recurring themes, semantic approximation of these terms, in order to verify their approximations and differences. The analyzes showed a SR on the teaching of reading around the following SR: variety of genres, social reality of the student, student autonomy, affective memory, critical thinking of the student. This conclusion leads to a reading teaching approach that transposes text decoding. By recognizing the importance of the diversity of textual genres, teachers demonstrate a concern to offer students a diversified and more representative experience of the reality of which they are inserted. Regarding the social reality of students suggests a reading teaching that takes into account the contexts of life of students, valuing their experiences and promoting a critical and reflective reading. The emphasis on student autonomy indicates a teaching that seeks to work the cognitive and socioemotional skills important for active participation in society. Thus, this conclusion suggests that teachers work with a more inclusive and student-centered reading teaching, capable of promoting, in addition to reading competence, the integral development of students as critical, reflective and participatory citizens.