Antes de ensinar a ler: Metacognição leitora e formação de docentes

Autores

Palavras-chave:

Leitura, Processos de leitura, Alunos para professores

Resumo

Este trabalho apresenta uma pesquisa exploratória transversal, cujo objetivo é avaliar a consciência de metacognição leitora dos futuros professores, grupo estratégico para entender o ensino da leitura do presente e do futuro imediato. Com esse objetivo, 252 alunos do Magistério completaram o questionário validado MARSI (Metacognitive Awareness of Reading Strategies Inventory). Os resultados obtidos indicam que esses futuros professores preferem as estratégias de resolução de problemas. Foram encontradas diferenças estatisticamente significativas em função do grau (Educação Infantil ou Primária) e do gênero (as mulheres utilizam mais estratégias de apoio à leitura). Por último, valoriza-se a pertinência de levar em consideração essa identidade metacognitiva leitora para atualizar a formação leitora dos alunos do Magistério.

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Referências

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Publicado

22-05-2023

Como Citar

Díaz Díaz, M. ., Echegoyen Sanz, Y., & Martín Ezpeleta, A. (2023). Antes de ensinar a ler: Metacognição leitora e formação de docentes. Cadernos De Pesquisa, 53, e09108. Recuperado de https://publicacoes.fcc.org.br/cp/article/view/9108

Edição

Seção

Formação e Trabalho Docente