From subjective reading to rigorous reading: a way to approach reading in Basic Education

Authors

DOI:

https://doi.org/10.11606/issn.2236-4242.v34i3p65-81

Keywords:

Teaching, Reception, Literary Texts, Narrative, Experience

Abstract

The research presented by this article arose from the observation of middle school students' reading and writing difficulties in a public school. Initially, we noticed that the students read and wrote a lot in the context of social media messaging and that such practices influenced the reading and writing conducted in the classroom. Therefore, we sought to investigate if the access to structurally and linguistically complex literary narratives could also influence them. This article offers a condensed version of that research, emphasizing the teaching of reading through a fiction narrative, whose format instigates the construction of reading experiences beyond utilitarian practices.

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References

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Published

2021-12-09

Issue

Vol. 34 No. 3 (2021): Teaching reading from different perspectives

Section

Articles

License

Copyright (c) 2021 Bruna Francinett Barroso Faustino, Sulemi Fabiano Campos

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How to Cite

FAUSTINO, Bruna Francinett Barroso; CAMPOS, Sulemi Fabiano. From subjective reading to rigorous reading: a way to approach reading in Basic Education. Linha D’Água, São Paulo, v. 34, n. 3, p. 65–81, 2021. DOI: 10.11606/issn.2236-4242.v34i3p65-81. Disponível em: https://www.revistas.usp.br/linhadagua/article/view/185156.. Acesso em: 18 may. 2024.