Analysis of duty reading exercises in portuguese language

Abstract

The theme of this research is the approach of the poem reading exercises contained in a Portuguese Language textbook directed to the 9th grade of a public school in the interior of the state of São Paulo. Thus, it is proposed to investigate whether such didactic material offered in this particular school can be a tool to help the teacher to develop poem reading procedures from a sociocognitive perspective. For that, we presented the contributions of Solé (1996), Tavares (2007), Sousa and Gabriel (2009), Marcuschi (2013) and others, which reflect on the sociocognitive approach to reading. A qualitative bibliographic research on reading and discursive genre conceptions based on the mentioned authors was used. The results showed that the volume exercises reflect a reading view as a decoding process and prioritize the teaching of grammatical concepts and the recognition of the gender structure, not favoring the production of inferences.