Por uma prática dialógica de leitura na universidade: contribuições para formação do sujeito-leitor-responsivo

Abstract

The objective of this dissertation is to investigate the dialogical practice of reading at the university as a enabler of the formation of the subject-reader-responsive through the Group Think-Aloud - GTA (ZANOTTO, 2014), a reading practice that presents itself with great potential for the development of the critical and responsive reader and the teacher literacy agent. The specific objectives are: a)to investigate how the dialogical practice of GTA as an instrument and pedagogical strategy can contribute to the formation of the subject-reader-responsive; b) to analyze how the orchestration of the multiple meanings takes place in the process of formation of the subject-reader-responsive in the dialogical practice of reading the GTA; c) to understand to what extent the practice of reading The High Thinking in Group enables the constitution of the identity of the teacher as an agent of literacy. Tied to the above-mentioned objectives, the following questions seek to be answered: 1 To what extent does the practice of reading through "Thinking High in Group" contribute to responsive and critical training of the student? 2. How is the orchestration of the multiple senses in the process of formation of the subject-reader- responsive in the dialogical practice of reading the PAG? To what extent does the practice of reading The High Thinking in Group allow the constitution of the identity of the teacher as an agent of literacy? The epistemological foundations raised as a theoretical basis were dialogism and the New Studies of Literacy. Thus, this research is part of the qualitative-interpretative paradigm (DENZIN; LINCOLN, 2006). As a methodological strategy, the following methods were adopted as a methodological strategy (THIOLLENT, 2011) and for data generation: Group Think-Aloud (ZANOTTO, 2014) and reading journals (MACHADO, 1998). The research subjects were seven students enrolled in the extension course "Letramento Acadêmico: A (re)escrita no desenvolvimento da produção textual”, offered by the Universidade Federal of Tocantins, in 2021. The analyses were performed based on the concepts and problematizations of the theoretical frameworks mentioned above. The data indicated that the practice of GTA is promising when it comes to the formation of critical and responsive subject-readers, because by giving turn and vote to those who are most vulnerable in reading classes, students, the GTA promotes democratic reading practices, responsible for making changes to the common classroom structures in reading classes. In addition, it was found that in classes that use the PAG, the construction of the senses takes place collaboratively and through the co-construction process (PONTECORVO, 2005).