Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics
Exposure to multimodal texts (or not), including those present in the most diverse technological supports to which we are immersed with internet access, has increasingly demanded reading proficiency. However, the difficulty of understanding presented by the students became an schedule in the discuss...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina
2022
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| Acceso en línea: | https://infosur.unr.edu.ar/index.php/2020/article/view/56 |
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I15-R199-article-56 |
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Universidad Nacional de Rosario |
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I-15 |
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INFOSUR |
| language |
Portugués |
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Artículo revista |
| topic |
Enseñanza de la lectura Comprensión lectora Lectura crítica Inferencia Teaching reading Reading comprehension Critical reading Inference Ensino de leitura Compreensão leitora Leitura crítica Inferência |
| spellingShingle |
Enseñanza de la lectura Comprensión lectora Lectura crítica Inferencia Teaching reading Reading comprehension Critical reading Inference Ensino de leitura Compreensão leitora Leitura crítica Inferência de Oliveira Ferreira, Edna Maria Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| topic_facet |
Enseñanza de la lectura Comprensión lectora Lectura crítica Inferencia Teaching reading Reading comprehension Critical reading Inference Ensino de leitura Compreensão leitora Leitura crítica Inferência |
| author |
de Oliveira Ferreira, Edna Maria |
| author_facet |
de Oliveira Ferreira, Edna Maria |
| author_sort |
de Oliveira Ferreira, Edna Maria |
| title |
Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| title_short |
Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| title_full |
Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| title_fullStr |
Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| title_full_unstemmed |
Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| title_sort |
reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics |
| description |
Exposure to multimodal texts (or not), including those present in the most diverse technological supports to which we are immersed with internet access, has increasingly demanded reading proficiency. However, the difficulty of understanding presented by the students became an schedule in the discussions between teachers, in all segments of education. There are criticisms that after initial literacy there is less careful concern with learning to read by the school: attention is much more focused on writing. Thus, reading assumes a secondary role, as if it occurred naturally, after exposure to different texts, under the various didactic-pedagogical guidelines. But it is known that psycholinguistics and textual linguistics (TL) have contributions to make, from the care in the selection of the text in relation to the level of cognition and interest of the learner, to other relevant aspects, such as: exploration of the lexicon, encouragement of use of strategies for understanding implicits and creating space for the student's counterword. This article analyzes pedagogical mediation, at the time of correction of exercises, in two diametrically opposed didactic postures, from the perspective of the theories raised in this bibliographic research on psycholinguistics and TL, to identify conceptions about language, reading and reading teaching, underlying these practices and their interference in the didactic action of the teacher and in the active participation of the student in the construction of the meanings of the text. These two postures were selected, purposely, within a wider range of possibilities, as it is intended to provoke in the reader of this article reflections on the importance of praxis in the teaching of reading and the continuous formation of the teacher, with a view to promoting a teaching of reading that results in reading proficiency. Thus, the knowledge produced by Koch (1997), Marcuschi (2008), Geraldi (2010) and Ciapuscio (2003), among others, will support the argument. |
| publisher |
Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina |
| publishDate |
2022 |
| url |
https://infosur.unr.edu.ar/index.php/2020/article/view/56 |
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2023-05-11T18:43:37Z |
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I15-R199-article-562022-09-08T19:53:50Z Reading classroom scenes: reflections on the contributions of psycholinguistics and textual linguistics Escenas de clase de lectura: reflexiones sobre los aportes de la psicolingüística y la lingüística del texto Cenas de sala de aula de leitura: reflexões sobre as contribuições da psicolinguística e da linguística textual de Oliveira Ferreira, Edna Maria Enseñanza de la lectura Comprensión lectora Lectura crítica Inferencia Teaching reading Reading comprehension Critical reading Inference Ensino de leitura Compreensão leitora Leitura crítica Inferência Exposure to multimodal texts (or not), including those present in the most diverse technological supports to which we are immersed with internet access, has increasingly demanded reading proficiency. However, the difficulty of understanding presented by the students became an schedule in the discussions between teachers, in all segments of education. There are criticisms that after initial literacy there is less careful concern with learning to read by the school: attention is much more focused on writing. Thus, reading assumes a secondary role, as if it occurred naturally, after exposure to different texts, under the various didactic-pedagogical guidelines. But it is known that psycholinguistics and textual linguistics (TL) have contributions to make, from the care in the selection of the text in relation to the level of cognition and interest of the learner, to other relevant aspects, such as: exploration of the lexicon, encouragement of use of strategies for understanding implicits and creating space for the student's counterword. This article analyzes pedagogical mediation, at the time of correction of exercises, in two diametrically opposed didactic postures, from the perspective of the theories raised in this bibliographic research on psycholinguistics and TL, to identify conceptions about language, reading and reading teaching, underlying these practices and their interference in the didactic action of the teacher and in the active participation of the student in the construction of the meanings of the text. These two postures were selected, purposely, within a wider range of possibilities, as it is intended to provoke in the reader of this article reflections on the importance of praxis in the teaching of reading and the continuous formation of the teacher, with a view to promoting a teaching of reading that results in reading proficiency. Thus, the knowledge produced by Koch (1997), Marcuschi (2008), Geraldi (2010) and Ciapuscio (2003), among others, will support the argument. La exposición a textos multimodales (o no), incluidos los presentes en los más diversos soportes tecnológicos a los que estamos sumergidos con el acceso a internet, ha exigido cada vez más la competencia lectora. Sin embargo, la dificultad de comprensión presentada por los estudiantes se convirtió en un tema de discusión entre docentes, en todos los segmentos de enseñanza. Hay críticas de que después de la alfabetización inicial, las escuelas están menos preocupadas con el aprendizaje de la lectura: la atención está más centrada en la escritura. Así, la lectura adquiere un papel secundario, como si ocurriera de forma natural, tras la exposición a diferentes textos, bajo las distintas orientaciones didáctico-pedagógicas. Pero se sabe que la psicolingüística y la lingüística textual (TL) tienen contribuciones que hacer, desde el cuidado en la selección del texto con relación al nivel de cognición e interés del aprendiz, hasta otros aspectos relevantes, tales como: exploración del léxico, estímulo utilizar estrategias para comprender lo implícito y generar espacio para la contrapalabra del alumno. Este artículo analiza la mediación pedagógica, a la hora de corregir ejercicios, en dos posturas didácticas diametralmente opuestas, desde la perspectiva de las teorías planteadas en esta investigación bibliográfica sobre psicolingüística y TL, con el fin de identificar concepciones subyacentes sobre el lenguaje, la lectura y las prácticas de enseñanza y lectura y su interferencia en la acción didáctica del docente y en la participación activa del alumno en la construcción de los significados del texto. Estas dos posturas fueron seleccionadas intencionalmente dentro de un abanico más amplio de posibilidades, ya que pretenden provocar en el lector reflexiones sobre la importancia de la praxis en la enseñanza de la lectura y la formación continua del docente, con miras a promover una enseñanza de la lectura que resulta en competencia lectora. Así, el conocimiento producido por Koch (1997), Marcuschi (2008), Geraldi (2010) y Ciapuscio (2003), entre otros, apoyarán la argumentación. A exposição a textos multimodais (ou não), incluindo os presentes nos mais diversos suportes tecnológicos a que estamos submersos com o acesso à internet, tem exigido cada vez mais a proficiência leitora. Entretanto, tornou-se pauta nas discussões entre professores, em todos os segmentos de ensino, a dificuldade de compreensão apresentada pelos alunos. Há críticas de que após a alfabetização inicial há menos preocupação criteriosa com o aprendizado de leitura por parte da escola: a atenção se volta bem mais à escrita. Assim, a leitura assume papel secundário, como se ocorresse naturalmente, após exposição a textos distintos, sob as várias orientações didáticopedagógicas. Mas sabe-se que a psicolinguística e a linguística textual (LT) têm contribuições a dar, desde o cuidado na seleção do texto em relação ao nível de cognição e interesse do aprendiz, até outros aspectos relevantes, como: exploração do léxico, incentivo ao uso de estratégias para a compreensão de implícitos e criação de espaço para a contrapalavra do aluno. Este artigo analisa a mediação pedagógica, em momento de correção de exercícios, em duas posturas didáticas diametralmente opostas, sob a ótica das teorias levantadas nesta pesquisa bibliográfica sobre psicolinguística e LT, para identificar concepções sobre linguagem, leitura e ensino de leitura, subjacentes a essas práticas e a interferência delas na ação didática do professor e na participação ativa do aluno na construção dos sentidos do texto. Essas duas posturas foram selecionadas, propositadamente, dentro de um leque maior de possibilidades, pois há a pretensão de provocar no leitor deste artigo reflexões sobre a importância da práxis no ensino de leitura e da formação contínua do professor, com vistas a promover um ensino de leitura que redunde na proficiência leitora. Assim, os saberes produzidos por Koch (1997), Marcuschi (2008), Geraldi (2010) e Ciapuscio (2003), entre outros, respaldarão a argumentação. Centro de Estudios de Adquisición del Lenguaje, Facultad de Humanidades y Artes, Universidad Nacional de Rosario, Argentina 2022-06-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://infosur.unr.edu.ar/index.php/2020/article/view/56 10.35305/revinfosur.vi1.56 Infosur; Núm. 1 (2022): Número homenaje a Zulema Solana; 43-61 1851-1996 1851-1996 por https://infosur.unr.edu.ar/index.php/2020/article/view/56/46 |