Abstract

MANKE, Lisiane Sias. Reading in History classes: teaching-learning practices and possibilities. Educação. Porto Alegre [online]. 2019, vol.42, n.2, pp.287-297.  Epub Jan 21, 2020. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2019.2.28677.

The purpose of this text is to analyze reading practices carried out in History classes, indicating, in particular, the predominance of reading support: the textbook. Finally, the text discusses teaching-learning possibilities that promote students’ reading competence. To account for such a proposal, we analyzed the empirical data, collected from ethnographic observations in two 9th grade classes, in the light of studies that focus on reading comprehension as a cultural practice, resulting from active readers’ social experience. The observed classes make it possible to understand and problematize the way a school promotes (or not) means to develop students’ reading competence.

Keywords : Reading practices; History class; Reading formation.

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