A inferência no livro didático: análise de atividades de compreensão e interpretação textual
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Data
2012-08-09
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Universidade Federal de Goiás
Resumo
This research is based on studies of Textual Linguistics and argues that the ability of making
inference is part of the process of reading and comprehension process, because it is through
the inference that the reader constructs new knowledge from the combination of existing data
and facts in his/her memory. When considering that the textbook is a tool used by teachers in
the classroom, this work had as main objective, to investigate how the authors of the textbook
approach to work with the inferential ability in the collection of books most frequently
adopted in Municipal Schools in Goiânia-GO, Brazil, from 6th to 9th grade in elementary
school, Portuguese: language, by the authors Cereja and Magalhães (2009). This research
was characterized with a mixed methodological approach, since it was performed a document
and qualitative analysis and, simultaneously, quantitative data were also used. In view of the
purpose of this study, the issues of understanding and interpretation of the texts in this
collection were taken as object of investigation. To define the corpus, 779 questions of textual
interpretation and understanding were analyzed. Data analysis was developed based on the
inferential categories proposed by Marcuschi (2008) and Vidal-Abarca and Rico (2003), as
well as the types of questions developed by Marcuschi (2008), which allowed categorizing the
questions of textual study of the collection. Grounded methodological assumptions
concerning the evidentiary paradigm, it was possible to find a work with the inferential ability
in the collection and discuss some special data revealed in the investigation of natural corpus.
The analysis showed that the textbook has provided the work of the inferential ability through
verbal and nonverbal texts, and that the study of verbal texts provides more questions about
inferential than nonverbal texts. An overview of the collection, adding to activities related to
verbal and nonverbal texts, showed that there are more inferential questions that require a
reading lying on the horizon of highest understanding than in questions of superficial order.
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Citação
LÔBO, Célia Márcia Gonçalves Nunes. The inference in the textbook: analysis of activities of understanding and textual interpretation. 2012. 212 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2012.