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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| Sumario: | 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. |
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