Práticas de letramento no 2° ano do ensino fundamental: da cultura local à cultura escolar

Abstract

Since the earliest years, it is fundamental that the pedagogical practice of teaching to read and write should be done in the perspective of literacy, since we live in a graphocentric world, which requires individuals to use various texts appropriately. In this sense, it is important that the learning of written language, both in the activities of reading and in the production of texts, is based on social practices, including those related to local cultures. Based on this postulate, this study has the theme of reading texts linked to the local culture. It was hypothesized that the teaching of reading that includes popular texts of oral traditions are feasible and contribute to meaningful learning, favoring the reading comprehension of the student. In this sense, the general objective of this research is to describe the aspects of the reading comprehension that become more efficient when the pedagogical practice is closely related to the culture in which the learner is inserted. For this was prepared text reading material linked to the "Congos de Oeiras" and used texts from the textbook used in the school field. The research was carried out with 18 students of the second grade of Elementary School of a school of municipal network of the city of Oeiras-PI town. It is a research of a qualitative nature, being used as procedures of generation of data activities of reading protocol in group and activities of multiple choice of individual form, being established a comparison between the data. In order to support the analysis, a theoretical contribution was made in Solé (1998), Kleiman (1998, 2001, 2013), Kato (1990, 1995), Soares (2004, 2006, 2016), Geraldi (2012), Leffa and Ausubel (2001), among others. The results show that the reading of texts of the local culture with which the apprentices has contact contributes to a significant learning by enabling the activation of existing subsumes in the cognitive memory, thus facilitating the comprehension of the text. Accordingly, the pedagogical intervention proposal presented includes a set of didactic sequences for the development of reading skills according to the descriptors of Provinha Brazil, focusing on texts linked to popular culture.