Autorregulação da aprendizagem: uma aposta na compreensão da leitura
Resumo
Discute-se neste texto o uso de estratégias de leitura, visando identificar se os alunos as utilizam e se investem em processos autorregulatórios com o objetivo de facilitar a compreensão leitora. Como ponto inicial deste trabalho, coloca-se em relevância um quadro desconcertante para os professores: os jovens chegam frequentemente à universidade sem saber ler. O pressuposto que embasa as considerações aqui feitas é de que se aprende a ler e, para isso, é necessário que se aprenda a utilizar estratégias autorregulatórias. A etapa de estudo que se está reportando neste momento ocupou-se da programação e aplicação de tarefas em que o aluno deveria se colocar como verdadeiro leitor, que busca o sentido do texto e que, para isso, precisa ter o conhecimento de como o texto circula na sociedade, como se organiza discursivamente, como hierarquiza as informações etc. Conforme instruções, os alunos alvos da pesquisa, em situação específica, responderam questões sobre o procedimento que tiveram ao se envolverem com o texto e com o sentido que dele emana. Terminada essa etapa, foi feita uma avaliação para verificar a existência de relação entre uso de estratégias autorregulatórias e a compreensão leitora. Os dados obtidos mostram que os alunos que utilizaram estratégias autorregulatórias, deforma mais efetiva, realizaram também uma leitura compreensiva mais eficaz. É o que aponta o construto da teoria da autorregulação, ou seja, estes fizeram uma leitura mais profícua do que aqueles que não apresentaram indícios de controle da leitura.
Palavras-chave: autorregulação, estratégias de leitura, construção de sentido.
Self-regulation learning: make a bet in reading comprehension
AbstractThis text discusses the use of reading strategies in order to identify if students use them as self-regulation processes with the objective of facilitating reading comprehension. As a starting point of this work, we put in relevance a disturbing situation for teachers: young people often come to college without knowing how to read. The assumption underlining our analysis is that in order to learn how to read, we need to learn how to use self-regulation strategies. The study phase we report here is about the coordination and implementation of tasks where the student should stand as true reader who seeks the meaning of the text. In order to achieve this, he needs to have knowledge of how text circulates in society, how discourse is organized, how information is hierarchically organized, etc. According to instructions, the students should answer questions about the process used to engage themselves with the text and its meaning. After this step, an assessment was made to verify the existence of a relationship between the use of self-regulation strategies and reading comprehension. The results showed that students who use more effectively self-regulation strategies also more effectively comprehend reading. This is what is driving the development of the self-regulation theory, where students have better reading comprehension when using self-regulation strategies.
Keywords: self-regulation, reading strategies, construction of meaning
Palavras-chave: autorregulação, estratégias de leitura, construção de sentido.
Self-regulation learning: make a bet in reading comprehension
AbstractThis text discusses the use of reading strategies in order to identify if students use them as self-regulation processes with the objective of facilitating reading comprehension. As a starting point of this work, we put in relevance a disturbing situation for teachers: young people often come to college without knowing how to read. The assumption underlining our analysis is that in order to learn how to read, we need to learn how to use self-regulation strategies. The study phase we report here is about the coordination and implementation of tasks where the student should stand as true reader who seeks the meaning of the text. In order to achieve this, he needs to have knowledge of how text circulates in society, how discourse is organized, how information is hierarchically organized, etc. According to instructions, the students should answer questions about the process used to engage themselves with the text and its meaning. After this step, an assessment was made to verify the existence of a relationship between the use of self-regulation strategies and reading comprehension. The results showed that students who use more effectively self-regulation strategies also more effectively comprehend reading. This is what is driving the development of the self-regulation theory, where students have better reading comprehension when using self-regulation strategies.
Keywords: self-regulation, reading strategies, construction of meaning