Prática dialógica de leitura na formação de leitores responsivos em um curso de extensão universitária

Abstract

This work, linked to the research line Language and Education of the Postgraduate Studies Program in Applied Linguistics and Language Studies at PUCSP, had the general objective of investigating the relationship between the dialogical practice of Group Think-Aloud- GTA (ZANOTTO, 1995, 2014, 2020) and the formation of students as responsive readers and of the teacher as a literacy agent. The specific objectives were: i) to verify the possible contributions of the practice of Group Think-Aloud for the formation of responsive readers; ii) verify the contribution of the GTA to my training as a literacy agent; and iii) identify students' perceptions about the practice of GTA and about the university extension course. Linked to these objectives, the questions I sought to answer were: 1) What are the contributions of the practice of Group Think-Aloud in the training of students from a university extension course as responsive readers? 2) How can reflection on the practice and actions involved in the GTA contribute to teacher education and development as a literacy agent? 3) What is the repercussion of a course focused on the practice of GTA, from the students' perspective? Theoretically, the thesis is based on the dialogic conception of language of the Bakhtin Circle (BAKHTIN, 2011; VOLÓCHINOV, 2018), on studies related to reading and literacy (CORACINI, 2010; STREET, 2014; SOARES, 2019, ZANOTTO; SUGAYAMA, 2016) and conceptual metaphor theory (LAKOFF; JOHNSON, 2002). The research is qualitative-interpretative in nature (DENZIN; LINCOLN, 2006; MOITA LOPES, 1994), whose methodological strategy was action research (GREENWOOD; LEVIN, 2006; THIOLLENT, 1986). The main method used to generate data was the theoretical-methodological-dialogical construct Group Think-Aloud (ZANOTTO, 2014), complemented by the production of a reflective report by the participants. The meetings took place remotely via the Teams platform, with the participation of two groups of students from an extension course offered in 2021. In all, I conducted eight reading experiences, four with each group. The data showed that the practice of the GTA facilitates the collaborative and reflective construction of meanings, as it gives readers an active responsive role in the act of reading. At the same time, this dialogical practice of literacy required a change of attitude on my part, that is, instead of acting as an arbiter of textual meanings, I acted as a literacy agent, welcoming the voice and readings of the subjects, enabling the construction of multiple readings. In addition, the participants positively evaluated the practice of the GTA and the extension course, emphasizing the importance of having a voice in the reading class so that meanings are constructed democratically. Finally, I observed that the process of actionreflection-action throughout the research contributed significantly to my education, as I gradually became a literacy agent