Teaching reading from a metacognitive perspective: effects on reading behavior
This study discusses a perspective of reading teaching so far not widespread throughout the Brazilian public school: the metacognitive perspective. Although this approach is not new, it has not yet penetrated in a relevant way in school. Thus, ask to what extent a metacognitive perspective can contr...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Universidade Federal de Viçosa (UFV) |
| Repositorio: | Revista Educação em Perspectiva (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufv.br:article/8627 |
| Acesso em linha: | https://periodicos.ufv.br/educacaoemperspectiva/article/view/8627 |
| Access Level: | acceso abierto |
| Palavra-chave: | Reading Metacognition Teaching Lectura Metacognición Enseñanza Leitura Metacognição Ensino |
| Resumo: | This study discusses a perspective of reading teaching so far not widespread throughout the Brazilian public school: the metacognitive perspective. Although this approach is not new, it has not yet penetrated in a relevant way in school. Thus, ask to what extent a metacognitive perspective can contribute to the teaching of reading in the Brazilian public school. From this, through a methodology that mixes the literature review with the experience report, we aim to produce a brief theoretical discussion about the subject in order to support the knowledge of the Portuguese teacher and then presents two Intervention Projects carried out in the Elementary School: one on the teaching of metacognitive strategies, another on the teaching of inferential processes, presenting their developments and conclusions. Finally, it reports results of the projects, arguing that reading teaching in the presented approach promotes autonomy in reading, empowering subjects through their own knowledge. |
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