O reconhecimento de informações principais e secundárias por alunos do Ensino Fundamental: análise e proposta pedagógica metacognitivista

Abstract

This research had as general objective to investigate the student's reading practice of recognizing main and secondary information in texts in the final years of elementary school. Specific objectives were assumed: (1) to investigate students' practice to differ central from secondary textual information and the metacognitive strategies they use for that; and (2) to propose activities that assist in the process of reading through metacognition. Finally, a qualitative approach was adopted as a methodology, based on the principles of action research. The methodology consisted of three main procedures: (1) brief review on the approach of the descriptor 9 (differentiating the main parts from the secondary parts in a text), in the state assessments of Prova Conhecer, (2) a comprehension test accompanied by a questionnaire on the use of metacognitive strategies, and (3) the considerations regarding student performance in relation to this questionnaire. We realized, from a cognitive perspective, from a didactic survey sequence, in the online format, that students had difficulty recognizing main and secondary information in excerpts of a text, which do not have the practice of performing metacognitive actions to facilitate reading comprehension and that did not perform well in the overall comprehension of this text. Thus, we suggest a pedagogical proposal, based on this sequence, in which the teacher teaches the student to recognize such information, consciously, establishing objectives, so that he can reach, in his readings, a total textual understanding.