A compreensão leitora na voz do(a) professor(a) e suas complexidades para o ensino de língua portuguesa

Abstract

Reading is a multifaceted topic and highly important for the development of the individual. In most cases, it is at school that students are literate, and it is also there that much of their experience is perceived, as they acquire encouragement for life that emerges from an education guided toward a critical, thoughtful, and responsive way of thinking. Therefore, the main purpose of this study, originating from the dialogical aspect of language in the light of Applied Linguistics, attempts to comprehend the conceptualizations of reading, readers and the implications for the development of readers provided by the Portuguese Language teachers of a public school in the state of Tocantins. The interest for the theme in the teaching institution takes into consideration the fact that the debates and the teachers' comprehensions of reading may collaborate to the advancement of studies in the domain of language, in particular, of reading practices at School. In this context, when we put the teachers' statements in course we can contribute to the constitution of several meanings that are being circulated in the school environment, since, verbal interaction mechanisms are established among the interlocutors, we presume the exchange of experiences and acquaintances by the dialogue between individuals. This research, in the light of Applied Linguistics and supported by the theories on interactive and dialogical reading, from a social-historical and ideological standpoint of language, presumes, from the case study, a representation of the conceptions of the teacher working at the school investigated. The general premises of interactionism and dialogism in the socio historical and ideological perspective of language are anchored through the studies of Bakhtin/Volochinov (2006/1929), Bakhtin (2003/2011), and the theoretical contributions of authors who have been discussing the conceptualizations of reading for mother tongue teaching, such as Menegassi (2010); Menegassi and Fuza (2010; 2018); Fuza, Menegassi, and Ohuschi (2020); Leffa (1999); Solé (1998); Kleiman (2016), among others. The research tool used to conduct this study was the an online questionnaire (google forms), for the subsequent analysis of the linguistic materiality. Six Portuguese Language teachers from a public high School, in the state of Tocantins, were part of the research as participants. Therefore, we organized this research in three chapters: The first discusses the socio-historical and ideological moment that demands the theoretical constructs of language and reading. In the second, we approach the methodological bias of the research. And, in the third, we consider the analysis and construction of the participants' speeches, a moment that we emphasize the conceptions of teaching reading and the articulation with the practices that take place at school. Based on the analysis of the participants' voices about the conceptions of reading and its interrelations, we verified that sometimes the teachers reveal conceptions focused on interaction and dialogism, and other times they revealed traditionalist teaching postures. Furthermore, at some moments, the teachers seem unfamiliar with the conceptions and moments of the text, the reader, and the author, frequently remaining in common sense. On the other hand, the study proves that the teaching process goes through challenges that range from the lack of educational material to planning to the receptivity of the class by the students, which unveils the multiplicity of cases that support the construction of the teaching-learning process, from the most straightforward to the most complex levels of teaching practice.