A formação de leitores proficientes através da leitura mediada

Abstract

This paper aims to discuss how the acquisition of reading in the school, reflecting on the importance of mediation teacher in the conduct of students to build sense of the genre text personal diary. Thus, we consider the PCNs 1997, 1998, guiding the teaching of reading and writing across genres, since the whole text is always materialized in any genre. It is also proposed to discuss the importance of readers experiences of the students in your household and how it can promote greater involvement of child in reading activities, and hence higher performance of his/her reading ability. Thus, the training of mediators teachers of learning, focusing on the practice of teaching, given the concepts of literacies developed by modern theorists, an important aspect to be considered in this work, as well as the strategies used by the teacher to face the few ability of students with reading and therefore your little involvement in reading activities developed by the school. All this discussion will take place from the results of a book reading project The Diary of Anne Frank, developed with 8th graders from a public school in the city of Rio de Janeiro, during the 4th bimester of the 2014's year. Also we researched about the literacy experience of these students in school and in family, through a questionnaire with closed questions. The result of both the reading project as research will permeate every discussion proposed here, based on theoretical of sociolinguistics, in a sociointeracionist perspective, which sees the reading not as an act of decoding, but as a process of interaction between author-text-reader.