Navegando por Autor "Silva, Adriana Cristina dos Reis"

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    Dissertação
    O ensino da leitura no 1º ano do Ensino Fundamental: a metodologia de ordenação e sequenciação de perguntas de leitura
    (Universidade Estadual do Norte do Paraná, 2026) Silva, Adriana Cristina dos Reis; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Domingos, Marilúcia dos Santos; http://lattes.cnpq.br/7350484030070515; Barbosa, Bruna Carolini; http://lattes.cnpq.br/7712449419499963; Araujo, Roberta Negrão de; http://lattes.cnpq.br/0676766332500379
    This dissertation, linked to the Postgraduate Professional Master's Program in Teaching, has the purposeful objective of developing a teaching guide, aimed at teachers and students in the 1st year of Elementary School, to improve the teaching of reading, having as its organizing axis the textual genre of popular culture stories. The guide consists of instructions for teachers and activities for students and is based on the interactionist perspective of reading (Solé, 1998) and the methodology for ordering and sequencing reading questions (Menegassi, 2010a, 2010b; Fuza; Menegassi, 2017, 2018, 2019). And, within the scope of the research characterized by the qualitative approach (Triviños, 1987), of the action research type (Thiollent, 2018; Tripp, 2005), the research objective was established to investigate the level of reading comprehension achieved by students participating in the implementation of the Guide. To this end, the following specific objectives were formulated: a) Implement the Teaching Guide in a 1st year EF class; b) Analyze the answers produced by students to reading questions (questions during reading: textual, inferential and interpretative answers), at the end of the implementation of the Teaching Guide; c) Analyze the telling of stories produced by students. The implementation took place in a school in the municipal and public education network in the North of Paraná. And the analysis of the data, participants' responses to reading questions and production of an oral narrative, showed that they were able, through the methodology used, to understand the main ideas of the source text, make inferences and make personal interpretations, through teaching mediation; as well as preparing personal text on the topic covered. Furthermore, the teacherresearcher improved her training, having the opportunity to critically reflect on teaching practice and understand more deeply the role of mediation in the literacy process. The methodology of ordering and sequencing reading questions not only favored the development of students but also enabled the teacher to rethink the planning of activities in a more intentional and systematic way.