Atividades didáticas integradas: uma proposta dialógico-discursiva de ensino de leitura para alunos do Centro de Educação de Jovens e Adultos - CEEJA

Abstract

National and international large-scale exams, such as the National Basic Education System- SAEB and the International Student Assessment Program- PISA, have attested to the impairment of the reading abilities of basic education students. An important cause, highlighted by experts, is the formal teaching of reading, which has been restricted to the recovery of factual and linguisticgrammatical information from the text, neglecting the development of students' discursive capacity. The objective of this work is to verify how teaching reading through Integrated Didactic Activities (ADIs) can expand the discursive capacity of students at the Youth and Adult Education Center-CEEJA in Santarém-PA. ADIs are a language teaching proposal, whose activities of speaking, reading, writing and linguistic reflection are interdependent, and worked in an integrated way. Antunes (2009, 2017), Barbosa (2013), Bakhtin (2016), Kleiman (2004, 2013), Koch (2007), Marcuschi (2008), Moura (2009, 2014, 2016) and Rojo (2004) were called up. to support this research, by conceiving reading from a socio-cognitive perspective. The proposal will be implemented through the analysis of the teaching material used in teaching Portuguese Language for Youth and Adult Education- EJA, Elementary School at CEEJA/Stm. In the second stage of the analysis, questionnaires, with multiple choice questions, were administered to (10) students, over 18 years old, at the Center. The purpose of applying the questionnaire was to understand the reading conditions and opportunities of the students surveyed. In this work, the enunciative-discursive conception of language and socio-discursive conception of reading. The results are expected to be more productive than those obtained with the adoption of traditional teaching approaches. Therefore, it is urgent to implement reading practices that expand students' discursive capacity, so that they can interact responsively, and even intervene in the environment in which they are inserted