Leitura no currículo integrado: potencialidades para a formação crítico-reflexiva dos estudantes

Abstract

The overview of reading in the country, verified through the fifth edition of the survey “Portraits of Reading in Brazil, carried out in 2019 and launched in 2020, shows that there was a drop in the number of Brazilian readers, with a reduction of approximately 4 .6 million readers. In addition, the research pointed out that the most expressive reduction occurred in the age group between 14 and 18 years old, when the subjects are attending High School of Basic Education. In view of these facts and, with the intention of finding solutions to the problem of distance between students entering the Integrated High School courses at IFFAR - campus Frederico Westphalen with the act of reading, this research has the general objective of developing and improving the habit of reading. of students entering the integrated high school at IFFAR - Frederico Westphalen campus, through educational material that contributes to awakening pleasure in the act of reading and to the formation of critical and reflective subjects, protagonists of changes in their reality. This study is linked to the Research line - Organization and Memories of Pedagogical Spaces of Professional and Technological Education, of the professional master's degree in Professional and Technological Education - ProfEPT and focuses on the social practice of reading seen as an ally of great potential for training critical-reflective of students. The theoretical contributions of the research are based on the conceptual discussion on "Reading as a cultural instrument for the empowerment of the subject", based on scholars Fontana e Cruz (1997); Freire (1985,1997, 2001, 2018); Gadotti, (2018); Silva, E. (1998); Vigotski (1996), among others. Also, on “The Curriculum and Education: conceptions and differences between the traditional curriculum and the integrated curriculum”, based on the studies of Alves (2008); Bottomore (2001); Ciavatta (2005); Frigotto (2005); Kuenzer (1991); Marx (2007); Silva, T. (2002, 2016). The scientific methodology used in the research is supported by the studies of the following authors: Gil (2010); Minayo (2003); Triviños (1997); Vergara (2006). This is qualitative research, of the action research type. The target audience participating in the research are students entering high school integrated to the administration technician at IFFAR - Frederico Westphalen campus and a professor of Portuguese language and literature. As for the technical and instrumental procedures used to generate and analyze the data, the semi-structured interview and the questionnaire stand out. Regarding the analytical procedure of the research, the study is based on the analysis model developed by Norman Fairclough, called Critical Discourse Analysis (CDA). As results obtained in the research, it is highlighted that the school, the library and the reading incentive projects were essential elements for the acquisition of the reading habit of the students. Based on the results found, a "Reading Incentive Guide" was organized as an educational product, aimed at students entering Integrated High School at IFFAR - Frederico Westphalen campus. When evaluating the Guide, most of these students (79.4%) fully agree that it fulfills the purpose of contributing to the development and improvement of the habit of reading in an interactive, playful and pleasant way.