Análise da mediação alfabetizadora nas práticas de leitura no contexto escolar

Abstract

This paper intends to analyze the mediation of the teacher-alphabetizer in the practices of reading, considering the conception of reading as an interaction between leader/writer/text. So as to subsidize the investigation, we developed a theoretical research about the textual genres and the conception of interactionist reading, as well as a field research, of qualitative approach, so as to analyze if the reading practices contemplated a variety of textual genres and if in them were used reading strategies for the formation of a conscious and mature reader. We verified that, although the teacher-alphabetizer is aware that the work with a variety of texts is important for the student to get closer to the social practices of writing, he could not yet promote it by exploring texts in their supports, and he could not yet become disentailed with the idea of a text as a pretext for a work with grammar and orthography. In relation to the reading practices, we perceived that these are centered in the location of explicit information, with progressive development of more sophisticated strategies.