As estratégias do processamento cognitivo na interpretação de textos em sala de aula : uma experiência interdisciplinar

Abstract

In the current context of external evaluations, our students' difficulty in reading written texts is undeniable. For this reason, this research starts from the search of knowledge systems performance: linguistic, encyclopedic and interactive in interpretation and construction of meanings of the text through cognitive strategies of textual processing, in an interdisciplinary perspective, with the intention of producing a proposal of intervention, aiming to contribute to studies and research in the educational field. Therefore, this research aims to analyze the knowledge that 6th grade students mobilize in the act of reading, during textual processing, in order to understand what cognitive knowledge a student needs to read and interpret written texts. In this sense, we seek to support this research, mainly, in the theoretical contributions that support reading and mother tongue teaching through gender, conceiving the text as a place of interaction between reader-text-author, highlighting, in this context, the theoretical contributions of Bakhtin (1992), Marcuschi (2008, 2010); Antunes (2003, 2009); Koch and Elias (2014); Koch (2015, 2016); Bazerman (2007), Bezerra (2017) and, in the interdisciplinary approach, we highlight Japiassu (1976); Fazenda (2008), and specially Kleiman and Moraes (1999), who defend a collective and discursive pedagogical practice. Thus, through a qualitative approach and action research, we carried out this research, basically in four stages: the first one consisted of a diagnostic activity, the second one, moulded by the workshops held with the teachers involved in the curricular subjects project (Portuguese Language, Mathematics and Sciences), allowing students a new reading based on the approach in each area of knowledge; the third, the application of interdisciplinary activities and the fourth deals with the analysis of activities. Finally, the corpus analysis of this research allowed us to verify the importance of the three great knowledge systems for the interpretation and production of meanings of the text and, consequently, for the improvement of reading proficiency.