Resumo

CAMILO, Thiago Moura  e  OMETTO, Cláudia Beatriz de Castro Nascimento. Reading activities in sixth grade: its limits and possibilities. LTP [online]. 2017, vol.35, n.70, pp.101-116. ISSN 2317-0972.  https://doi.org/10.5965/0102-387Xv35n7020170101.

This article presents part of a research that had the objective to understand the teachers’ mediation processes in several areas of knowledge as they encouraged reading activities for 6th grade students in Elementary school. For that purpose the teaching relations produced in classroom were chosen as the environment of the investigation. The research on reading was within a context of a study funded by CNPq/CAPES (government agencies) with a double purpose: comprehending the teachers’ reading activities, as well as understanding the aspects related to the formation of readers and writers in Elementary school. Theoretically, it has been based on the historical-cultural perspective of human development proposed by Vigotski (1998, 2008), articulated with the enunciate-discursive perspective of Bakhtin (1997, 2009). This article will present the data analysis of classroom audio recordingsfrom reading text practices mediated by the 6th grade teachers, specifically in Sciences, History, Geography, Portuguese and Mathematics. The data has shown that the reading encouragement in classroom did happen, with the prevailing of practices directed to the specificities of each subject, but not aiming at comprehension, commenting, readback, interlocution and confirmation of a text with others texts. This way of understanding readings evidenced a language conception directed to the search of information in the texts, while it could privilege the interaction process between the subjects.

Palavras-chave : Language; Text; Reading; Interlocution; Readback.

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