Resumo

PULLIN, Elsa Maria Mendes Pessoa  e  CARVALHO, Maria Gomes de. Valoração da leitura por professores do ensino médio: considerações para a motivação para leitura de estudantes. ETD [online]. 2009, vol.10, n.numeroespecial, pp.273-293. ISSN 1676-2592.

Affective and social value attributions stimulate the cognitive relations that each individual maintains with production and artifacts of his culture. They are also responsible for both the importance and motivation of reading. The present study aimed at identifying the roles High School teachers attribute to reading. The investigation relied on the participation of 14 teachers from a state school, which offers teachers’ education for the initial years of Primary School. For the data collection, the Functions of Reading Scale, proposed by Greaney e Newman (1990), was utilized. It was verified the most valued reading functions were: learning, leisure, utility, and stimulus. The correlations analysis, by means of the value attributed, by the participants, to reading functions pointed to eight significant values, distributed from -0.64 to +0.75. The strongest relations were registered between leisure and the functions of stimulus and escape and between learning and stimulus. The set of results obtained reaffirms the strength of living conditions in a given social-historical context, by using, as a parameter, the results of the latest research carried out by Instituto Pró-Livro. Possible effects generated for students’ motivation to read are appointed, and some limitations of the present study are remarked. In addition, some suggestions are made with the purpose of overcoming these limitations in future studies.

Palavras-chave : Reading; Reading Functions; Motivation to Read.

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