Reflexões Teóricas sobre as Estratégias de Leitura e Produção de Textos

• Published in: Porto das Letras Vol. 3; no. 1; pp. 125 - 139
• Main Authors: Grasiele Silva Amorim, Marinalva Dias de Lima
• Format: Journal Article
• Language: Portuguese
• Published: Universidade Federal do Tocantins 01.02.2018
• ISSN: 2448-0819; 2448-0819

This article intends to discuss subjects related to reading and writing texts, in order to make a theoretical discussion about theories that involve reading, acquiring and learning of writing, some strategies of reading and textual production, besides the role of the school and teacher in the training of critical readers and writers. The theme was chosen because there is a concern that even at the end of high school many students cannot put all their ideas into cohesion and coherence. The methodology was based on a bibliographical research, more precisely on a theoretical discussion about the theories of acquisition and learning of writing and reading, whereas practical analyzes will not be done. As theoretical support we will have the National Curricular Parameters (1998), the studies of Kato (1993), Koch (2005), Antunes (2010) and others. Accordingly, the following reading strategies are presented: anticipation, selection, decoding, inference and verification, as well as previous knowledge (PCN's, 1998). Regarding textual strategies for the development of writing skills, Koch (2005) presents: the organization of information, formulation, referencing and the balancing of the explicit / implicit. Therefore, without prior planning, the practice of reading becomes only a fulfillment of a school proposal in which there is no adequate understanding. Therefore, when writing texts without thinking about strategies that will guide the work, a prerogative is created so that the student is lost and therefore, cannot reach the goal.