Leitura e mediação: uma análise das estratégias de mediação utilizadas em uma aula de leitura no 6º ano do ensino fundamental

Abstract

The following paper talks about reading and educational mediation. It aims to analyze how the process of mediation occurs on a reading class for the 6^th grade of elementary school. Its theory is based on the School Interactional Sociolinguistics. The paper consists of an ethnographic and qualitative research, and its corpus was collected at the Elementary School Dr. José Dantas Pinheiro, located on the city of São João do Rio do Peixe, state of Paraíba, in a classroom of the 6th grade of elementary school. The obtained results indicate that the mediation strategies used by the teacher were productive when it comes to building the meaning of the text, since the students had the opportunity to verbalize their thoughts and be active readers during the development of the reading. Another observation is that the teacher made positive interventions during the interactive segment of the class, using the contextualization hints when developing the scaffolding process that helped students on their reading comprehension process.

KEYWORDS: School Interactional Sociolinguistics. Reading. Mediation.