Estratégias (meta)cognitivas de leitura na compreensão do texto multimodal por leitores não convencionais: um estudo à luz da Teoria da Complexidade

Abstract

The present research aimed to investigate how the mobilization of (meta)cognitive reading strategies occurs in the process of understanding literary children's books (multimodal objects) by unconventional children readers. The work proposed to bring studies on reading strategies

closer to the Complexity Theory paradigm, considering the theoretical contributions of Larsen- Freeman (1997, 2006, 2007, 2010), who sees language and second language acquisition as a

System Complex Adaptive. The complex approach to reading, proposed by Franco (2011, 2013), and the works of Paiva (2005, 2011, 2016), Leffa (2016), Almeida Jr., Pelosi and Bessa (2019) on reading also supported the research, in the light of Complexity. Furthermore, the list of strategies presented by Solé (2011) was expanded, adding strategies that include aspects linked to multimodality and engagement, recategorizing them into prospective, introspective, retrospective and respective. With regarding to the methodology, the data were generated through the application of the “verbal protocol” technique, in the context of reading mediation, with children living in a shelter located in Fortaleza. The research was conducted with 6 participants, aged between 4 and 11 years old. With regarding to the verbal protocol, it is a methodological procedure that makes it possible to obtain reports of one's own cognition during

or after performing a task. In order to do this, we applied an instrument, which we called Semi- structured script of the verbal protocol for the perception of (meta)cognitive reading strategies

in a mediation context. The following were also instrumental in the investigation: two printed and illustrated books of children's literature, used in reading mediations; a Questionnaire to survey literacy practices and events and Tests of basic reading skills, designed to investigate the literacy experiences experienced by children before entering the shelter and the mastery of reading and writing skills. We evidenced several dynamic and intense interactional flows in language expression and comprehension activities, which allowed us to corroborate the hypothesis of reading as a complex system. By inducing the verbalization of (meta)cognitive strategies mobilized during the comprehension process itself, in addition to giving unconventional readers active participation, it stimulated their creativity, their imagination, and also strengthened their reading autonomy, developing their proficiency and expanding their literacy horizons.