O caderno do aluno de 7. ano: análise discursiva e proposta de enriquecimento das atividades de leitura

Abstract

In the state of São Paulo, with the implementation of the São Paulo Faz Escola program and the Official Curriculum in 2008, the textbook is replaced in the pedagogical work by the Caderno do Aluno e do Professor with the aim of improving the quality of education and developing reading and writing skills. However, the results of the federal (Prova Brasil) and State (SARESP) evaluations do not indicate a significant advance in the development of student reading competence in the state of São Paulo. In view of this reality, the objective of our research is to analyze the Caderno do Aluno of the 7th year starting from the concept of discourse genres of Bakhtin (2011) and the reading strategies presented by Solé (1998). In our analysis we verified that the material (CA) does not work reading as an author-text-reader interaction nor as an activity of sense production, only concerned with the recognition of the structure of the genres. The reading activities proposed for the intervention had the objective of enriching and / or (re) formulating the material, working with strategies for before and after reading, focusing on the ability to infer, in order to contribute to the student / reader's formation with the intention of improving his condition as an active reader capable of understanding the various texts that circulate socially. The research was carried out with students from a state school in the interior of São Paulo, EE Dr. Washington Luís, Batatais-SP. A group of twenty-nine (29) 7th graders were selected to participate in the reading activities proposed.