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Master's Dissertation
DOI
https://doi.org/10.11606/D.8.1996.tde-16112022-123453
Document
Author
Full name
Carlos Alberto Abdalla
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 1996
Supervisor
Committee
Palomo, Sandra Maria Silva (President)
Mauro, Maria Adelia Ferreira
Pinto, Elisa Guimaraes
Title in Portuguese
A leitura do discurso pedagógico na escola pública de 2º grau da rede estadual paulista: uma abordagem dos enunciados de questões analítico-expositivas
Keywords in Portuguese
Leitura
Linguística
Abstract in Portuguese
O objetivo deste trabalho consiste em verificar se o aluno da escola pública estadual de 22 grau encontra dificuldades de compreensão na leitura do discurso pedagógico - especificamente os enunciados de questões analítico-expositivas - por desconhecer não só os procedimentos de leitura, como também a organização textual e a seleção lexical utilizada pelos livros didáticos,· seleção essa, muitas vezes, aquém do universo discursivo do aluno -leitor e comprometendo a legibilidade textual. Os sujeitos pesquisados foram 25 alunos de 3ª série do 2~ grau questionados sobre suas atividades de leitura dos textos didáticos na escola e fora dela. A pesquisa se concentrou na aplicação de três instrumentos básicos, envolvendo aspectos relativos à leitura e sua compreensão, ao leitor, aos enunciados de questões nos diferentes componentes curriculares. Foram abordadas situações específicas de vivência diária do ato de ler no contexto escolar. Os resultados demonstraram que as dificuldades de compreensão textual se concentram na ausência de habilidades de leitura com finalidades específicas e no desconhecimento do vocabulário utilizado nas questões discursivas, exigindo do leitor uma prática freqüente de leitura desse tipo de texto. A compreensão de leitura deve iniciar-se pelos enunciados mais simples até os mais complexos, observando-se organização e articulação textuais e o domínio do léxico utilizado
Title in English
Not available
Keywords in English
Not available
Abstract in English
The aim of this work is to verity if the student of public high schools carne across difficulties of comprehension in the reading of pedagogical discourse specifically the enounced analytic-expositive questions, because they do not know the techniques of reading as well as the textual organization and the lexical selection used by pedagogical books. This selection is very different from the daily life of the student-reader and implies the textual legibility. lt was asked to twenty-five students of 3rd grade of high school about their activities of reading didactic text at school and out of it. The research was concentrated on application of three basic instruments, involving relative aspects in reading and its comprehension, to the reader, to the enounced of questions in the different curricular components. Specific situations were accosted of daily life of the reading act in the school context. The results demonstrated that the difficulties of text comprehension was concentrated in the lack of abilities of reading with specific purposes and unknown vocabulary used in the dissertative questions, it demands the reader a frequently reading of this kind of text. The reading comprehension must begin from the easiest to the most complex, observing organization and textual articulation and the total comprehension of the used lexicon
 
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Publishing Date
2022-11-16
 
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