Inferências em tiras: estratégias de leitura

Abstract

Rethinking the teaching of reading is a concern of many professionals, having seen the low performance of many students in various assessments. In this sense, when dealing with texts that contain verbal and visual languages, this difficulty tends to accentuate, since to understand them it is necessary to articulate explicit and implicit elements in the text, which must be inferred by the reader. In this perspective, the present research of educational intervention, with an interpretative character, had as purpose the modeling of reading strategies, especially those of the metacognitive type, in the sense of promoting a mobilization of reading procedures demanded for the reading comprehension about the genre comic strip , for elementary school students from a municipal school system, located in the rural area of the city of Juiz de Fora, Minas Gerais. A diagnostic activity was initially applied, which sought to verify the reading comprehension of the students, at the initial moment, through the technique of data collection denominated Verbal Reports. Then, six classes were taught, in which it was tried to promote a familiarization of the genre comic strip on the part of the students, through the presentation of some elements of the comics language (balloons, onomatopoeia, etc.), as well as to reproduce conditions for the students could appropriate some reading strategies, which could help them in the reading comprehension of this genre. After the six classes, the students answered a final evaluation, which contained open and closed questions, all involving the reading of comic strip, and the data collection was established via Verbal Reports, under which the teacher-researcher sought an interpretation of the data obtained in order to verify the use of reading strategies by the students, characterizing an interpretation of qualitative results. The analysis of the results showed that there was an appropriation of the strategies modeled during the classes. Thus, the need for continuous and more specific pedagogical actions regarding the teaching of genre comic strip in the school environment is highlighted.