O ENSINO E APRENDIZAGEM DA COMPREENSÃO DO TEXTO ESCRITO
V. 14, N. 2 • Conjectura: filosofia e educação
Autor: Aline Elisabete Pereira, Onici Claro Flôres
Resumo:
Reading ability may be analyzed under several perspectives: social, pedagogical, cultural and cognitive ones, among others. However, to approach the aspects mentioned and others here omitted,as a set, or sequentially, demands a prodigious verticalization of research. Therefore, this article aims to present and discuss cognitive aspects relevant for the reading practice, emphasizing the role of memory and previous knowledge. We believe that by a deeper understanding of these aspects the mobilization of efficient ways of reading and comprehending what we read becomes possible, as well as, more importantly, the modeling to our students on how to do this. The conception that underlies this choice derives from the understanding that reading is a complex cognitive process not reducible to its immediate result, obtained in standardized tests and evaluated as being positive or negative, in an absolute manner. In fact, we are not interested in exclusively attribute to the reader the condition of being proficient or not, disregarding the reading practices to which he/she has or has not been exposed to so far. As a matter of fact, our motivation is the teaching-learning process of the comprehension of a written text. Thus, throughout the article, issues related to text processing, regarding reading comprehension, will be approached, in order to favor our practice in the teachinglearning processes of this socio-cognitive ability with increased knowledge.
Abstract:
Texto Completo: http://www.ucs.br/etc/revistas/index.php/conjectura/article/view/13
Palavras-Chave: Leitura,Memória,Conhecimento prévio, Ensino d
Conjectura: filosofia e educação
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