O desenvolvimento da competência leitora e as concepções de ensino-aprendizagem da leitura: um estudo com as crianças do projeto ACERTA na rede pública de Natal - RN

Abstract

Learning to read can be considered the major step in a child‘s cognitive development, since learning to read is not as natural as learning to walk and talk. According to a neurobiological view, reading corresponds to a process of complex adaptations of the nervous system that needs stimulation and external orientation. The environment and environmental stimuli are responsible for the brain development, which allows us to develop various skills and acquire knowledge. (AMARO JR, Casella, COSTA, 2011;. Dehaene, 2009; OLIVEIRA, 2010; 2011; SCLIAR-CABRAL, 2009). Our aim with this study is to investigate the development of reading competence in five elementary schools in Natal – RN, by gathering information from Provinha Brasil, generating data from a focus group discussion among representatives from the participating schools, and analysing the textbooks used in the schools. Based on this general objective, we seek to answer the following research questions: (a) What reading competence does the school alphabetization method aim to develop in their students?; (b) What is the reading competence developed as measured by criteria established in Provinha Brazil?; (c) What is the relationship between the Provinha Brazil results and the reading competence developed with the textbook? Using qualitative and quantitative research methods, Provinhas Brasil from five public schools that are part of the ACERTA Project- Evaluation of Children in Risk of Learning Disabilities (CAPES/OBEDUC) - were analyzed and compared to the adopted textbook and to the perceptions of schools representatives about the teaching and learning of reading. The results indicate that the reading competence acquired by students differs from what is originally proposed by the schools. Thus, the results point out to a possible adaptation in the schools methods, by the teachers, which could explain the students‘ performances in Provinha Brasil. We intend to contribute to reading instruction in two ways: by expanding the theoretical scope, in order to generate more intelligibility about the neural basis of reading; and by proposing a new methodological approach using Provinha Brazil results as diagnostics tools of reading and learning disabilities.