Banca de DEFESA: MARIA REGINA SESÁRIO DOS SANTOS

READING TEXTS IN FUNDAMENTAL EDUCATION FROM PORTUGUESE LANGUAGE DESCRIPTORS

 Reading. Reading proficiency. Reading descriptors.

The aim of our research is to analyze how reading descriptors can contribute to the 

advancement of 9th grade students in the construction of the meanings of texts. Therefore, the reading 

comprehension of the students, in their language practices in the school context, has as object of study, 

through the discourse genres Artigo de Opinion and Charge. With a participatory approach, this work 

has the classroom environment, composed of 30 students from that class from a school located in Fortaleza, 

Ceará. The initial procedures account for a diagnostic analysis followed by a pedagogical intervention, through a 

didactic sequence, based on Dolz, Noverraz and Schneuwly (2004). Methodologically, it is based 

on action research as proposed by Thiolent (1986) and on the qualitative approach of the data according 

to Bogdan and Biklen (1994). As theoretical support, for teaching Portuguese as a mother tongue, 

it is anchored in Travaglia (2009); Antunes (2003); Oliveira (2010), among others; and for the reading axis,

 in Solé (1998); Kleiman (2010); Koch and Elias (2018); Oliveira (2010); and Condemarín, et al (2005); 

in addition to the guidelines contained in the official documents, such as the PCN and the BNCC. 

After the Didactic Sequence, and in a first analysis, we observed that the path of the activities 

carried out opened the way for the development of students' reading proficiency in relation to the 

studied genres, thus contributing for students to appropriate the skills suggested in the descriptors of

 Portuguese language to read and understand the diversity of texts circulating in the social sphere.