O desenvolvimento da habilidade de compreensão leitora: um olhar para livros didáticos do ensino fundamental - anos finais e para a Base Nacional Comum Curricular/2017

Abstract

This dissertation aims to analyze the approach of different textual genres in textbooks that make up the most widely distributed collection in Brazilian schools, according to data published by the National Book and Didactic Material Program (NBDP/2020), and reformulated based on the guidelines of the Common National Curriculum Base 2017, in order to observe its collaborative potential for the development of the reading comprehension skill of students in the final years of Elementary School. For this, it contextualizes the changes that have taken place in educational policies, from the promulgation of the Federal Constitution of 1988 to the Common National Curriculum Base of 2017, observing the influences of the main documents that guided national education in that period of time. In addition, it portrays the important change in the way of thinking about teaching, from the ratification of the Law of Guidelines and Bases da National Education, of 1996, in which the apprentice subject starts to assume the protagonism of his own learning, emerging from this in this way, the concepts of skill and competence as drivers of improvements in the quality of education, notions that, in this study, bring the perspective of Perrenoud (1999). Furthermore, it reviews the concepts of discourse genres proposed by Bakhtin (2016); the conceptions that permeate Bronckart's (2003) socio-discursive interactionism; and the didactic strategies proposed by Schneuwly and Dolz (2004) in order to broaden the enunciative-discursive perspective assumed by the Common National Curriculum Base and to observe the transposition of the guidelines of this normative document, regarding the teaching of reading, to the textbook. [resumo fornecido pelo autor]