Cognição e compreensão leitora com perguntas inferenciais

Abstract

This dissertation is a work with theoretical contribution in the area of Cognition Sciences, in the line of research in Reading and Textual Production: social diversity and practices and search, through qualitative nature (DENZIN; LINCON, 2006), with qualitative and interpretative methodology, with participant observation of the researcher (BRYMAN, 2001), having as general objective to know how the apprentices perform conceptual integrations of High Inferential Level and Global Reflevivo (APLLEGATE, M.QUINN K. B. AND APPLEGATE, A.., 2002), in didactic situations of reading comprehension (VARGAS, 2012; GERHARDT, 2009, 2015, 2019; GERHARDT; VARGAS, 2010). For this purpose, a Diagnostic Test of reading comprehension with inferential questions (TDCL.inf.) was elaborated, considering the establishment of high level inferentials and global Reflexibility that demand the conceptual integration of frames and intratextual information, enabling the construction of senses from different perspectives and impressions about the world (DUQUE, 2015; VARGAS, 2013). The analysis of scientific research is based on the corpora that are shaped by the responses of the 9th grade apprentices of a municipal public school in Rio de Janeiro. In the relationship between analysis and theoretical contributions, it is understood that reading comprehension is a social and pedagogical practice par excellence in the teaching-learning process (STENBERG, 2008; VARGAS, 2018; MARTINS, 2013; SPINILLO, 2008; GERHARDT, 2014; COLOMBER; CAMPS, 2002) in terms of figuring cognition as embodied in factors of the social, cultural, subjective and inter-national order (DUQUE, 2015; VARGAS, 2017, 2015, 2013). This research aimed to bring significant contributions in terms of understanding the text as a constitutive process to human cognition in its entirety and in the school space.