O ensino da leitura em livro didático de português adotado pela rede municipal de ensino de Garanhuns

Abstract

This article discusses the teaching of reading through didatic books in portuguese, in the first year of middle school, adopted by the Garanhuns municipal network of schooling. To do so, it has as the general objective: analyse how the axis of reading is explored on the didatic book chosen by some public schools in the municipality of Garanhuns. And, as specific objectives: identify which activities from the reading axis are part of the didatic book and the reading strategies explored through these activities; characterize which conception of reading underlie the activities proposed by the book. This is a documental research with a qualitative approach, having as theoretical-methodological support the analysis of content, in dialogue as the theoretical perspectives and the studies of Solé (1998), Koch and Elias (2006), Barbosa and Souza (2006), Brandão (2006), Kleiman (1992), among others who work with the conception of reading and its teaching through a social-interactionist perspective. Analysis of the data revealed that the Didatic Book in Portuguese (DBP) has a variety of genres at its disposal, contains a significant number of texts and the reading activities develop five of the six strategies we use as reference. Faced with these results, the study reveals that the DBP, although it contains some characteristics of the traditional teaching perspective, tries to work on reading based on the social-interactionist conception of language and speech, on the development of reading skills in students from the first year of alphabetization cycle, contributing, thus, to their critical formation.