TEACHING PRACTICES AND THEIR DEVELOPMENTS FOR THE TRAINING OF CRITICAL READERS

Abstract

This work aims to analyze the formation of critical readers based on teaching practices. For this, we base ourselves in the conceptions of Braggio (1992), about the models of reading, and of Leurquin (2014), regarding the proposal of the interactionist reading class. We used a digital questionnaire as an instrument for data collection, sent to teachers in order to understand their reading teaching practices. We conclude that the analyzed teaching practices contribute to the formation of critical readers, although they need a re-elaboration of activities that involve students as protagonists in the process of construction of meanings. We noticed, that practices reflect the psycholinguistic reading model, providing interaction between reader, author, and text mediated by the teacher based on the reader's cognitive activities. As for the strategies, we observed a focus on dialogued classes in which the teachers establish the role of mediator, providing the teaching of reading through shared, individualized readings and conversation circles before the text read.