Processo de ensino e aprendizagem de leitura em português como L2 em Moçambique: um estudo de caso com a 12.ª classe

Abstract

This doctoral thesis is part of the debate on reading, teaching and learning strategies in Portuguese as a second language. The objective is to investigate reading teaching and learning strategies in the Mozambican sociocultural context. The focus is on analyzing reading and reading comprehension processes in ESG (Secondary Education) subjects within the SNE (National Education System). The question posed was: to what extent are reading teaching and learning strategies implicated in the reading comprehension of argumentative texts in Portuguese classes? The investigation was transdisciplinary, based on Vygotsky's sociocultural studies, Ausubel's meaningful learning, and studies on literacy and reading. This main theoretical foundation made it possible to work with other theoretical studies. The methodological design of the research is mixed, and the instruments were interviews, questionnaires, observation, and content analysis. The results show that the teachers did not point out positive aspects about reading, but considered the interlanguage or L1 used by their students, the socioeconomic condition, and the student's oral performance in L2 as determining factors that interfere with reading strategies and its teaching. The questionnaire reveals that the students have Portuguese as their second language (L2), reside in the outskirts of the municipality, and use scaffolding during reading; that the students indicate knowing of a library and reading there, but do not specify the titles of the books read. The observed classes, basically expository, show the use of L1 teaching strategies to teach L2. The students' written production about the reading of texts revealed, on the one hand, problems related to standard language that interfere with the perception of the hierarchy of ideas in the source text and in the communication of the student's ideas during the construction of meaning from the source text read; and, on the other hand, the reading strategies used by the students led to the identification of the central theme and the subject of the texts read; and that it seems that the students became emotionally involved with the theme when expressing their opinions about it. This, in some way, reveals the student-reader's performance of cognitive operations and perception of the basic schemata of argumentative text. Thus, we consider that the reading problems identified in the summaries are not necessarily negative. On the contrary, they signal the need for public literacy policies that develop the reading and text production skills of these students. And, given the results presented, we conclude that the basic reading strategies used by the students are of the bottom-up and top-down models, and the influence of L1 on the teaching of reading in Portuguese L2, as well as the socioeconomic conditions of the subjects and agents of literacy, are relatively implicated in the reading difficulties faced by the student(s). This study contributes to the reflection on changes that can lead to the improvement of reading strategies in secondary education, in particular, and in the National Education System of Mozambique.