Gênero resumo: estratégias de leitura para construção de conhecimento aplicadas a alunos do 9° ano do ensino fundamental da EJA

Abstract

Practicing reading and writing skills on Adult Education is a great challenge. Introduce them to a vast universe of discursive genres in the school demands great work and dedication. This study is characterized by its qualitative, as well as its action research (Thiollent, 2009), approach. Its objective is to identify the probable reading difficulties of a Brazilian 9th year class of EJA (an adult primary education class), and to perform a reading and writing intervention plan through teaching the précis genre. In addition, this study also aims to quantify the impact of the intervention plan and elaborate activities to teachers of Brazilian- Portuguese. In order to do this, a bibliographical survey based on Bakhtin (2003), Geraldi (1997), Kleiman (1989), Solé (1998), and Liberato (2007) was carried out. The reading of texts and didactic books guided the students through the development of proficiency in reading skills, in which they had to extract relevant information of the read texts to their study. The précis writing genre was used to identify if the students were able to understand what they had read, as well as to clarify how much of information can be extracted from a single text. The results show that the applied activities aided to the student’s reading attention and notation and summary skills. The students also pointed out that some of these skills were introduced to their every-day studying life. The précis – as a studying strategy – presented itself as an essential tool for the student’s routine. Concluding, through the development of this study it was possible to emphasize the importance that attention on reading practice has on the motivation of students.