Lessons from strategies of reading: educational analysis and practices toward the independent reader

• Grant number: 11/06074-0
• Support Opportunities: Scholarships abroad - Research
• Effective date (Start): October 01, 2011
• Effective date (End): February 29, 2012
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Renata Junqueira de Souza
• Grantee: Renata Junqueira de Souza
• Host Investigator: Barbara Kiefer
• Host Institution: Faculdade de Ciências e Tecnologia (FCT). Universidade Estadual Paulista (UNESP). Campus de Presidente Prudente. Presidente Prudente , SP, Brazil
• Research place: Ohio State University, Columbus, United States

Abstract

With the PISA results, it was detected around the world a growing concern about the relations between readers and the written material, in particular the Book of Literature, and understanding of reading. However, despite all the investment in programs to promote reading, by the government, public policies of Readers Training are not achieving their goals of educating qualitatively better readers. The project proposed here is the unfolding of a public policy research funded by FAPESP and CNPq, from 2006 to 2010, who diagnosed, among other things, that the books of children's literature do not circulate in schools and that teachers find it difficult to teach their students to read. Consequently, these children can decode but do not understand what they read. This project has as main objective to verify how the books of the School Library National Program (PNBE, in portuguese) can ally themselves with the methodology of reading comprehension strategies to transform students from lower grades of elementary school in the city of Presidente Prudente in independent readers. The methodological array is configured in two distinct stages: a) the study of reading skills that will take place at various periods: the participation of the discipline of professor Barbara Kiefer, often in the course of in-service training given to teachers of the first Ohio State, and finally, the choice of some teachers to observe their classes using the above method - these actions will give us a position to meet another goal with more security and property, b) analysis of children's books from PNBE in order to choose the reading skills per book for developing reading comprehension activities. The steps will be responsible for assessing the methodology of teaching reading. Thus, we intend to implement material for future teacher training that combines: the strategies of reading comprehension with books from PNBE so that teachers can use them gleaming train their students in a community of independent readers. (AU)