Fomentando a compreensão da leitura e a aprendizagem autodirigida em um ambiente de leitura estratégica colaborativa (LEC)
DOI:
https://doi.org/10.17533/udea.ikala.v20n1a02Palavras-chave:
leitura colaborativa estratégica, trabalho colaborativo, compreensão de leitura, estratégias de leitura, aprendizagem auto-dirigidoResumo
Este projeto de pesquisa levou-se a cabo em cinco instituições educativas públicas por um grupo de docentes-pesquisadores de inglês que residem em diferentes regiões da Colômbia. Devido a uma preocupação compartilhada em relação ao desenvolvimento de habilidades de leitura e de autorregulação na sala de aula, um estudo (múltiplo) de investigação-ação foi projetado para examinar se o uso da leitura estratégica colaborativa (CSR em inglês) (Klingner, Vaughn & Schumm, 1998; Klingner & Vaughn, 1998) poderia fomentar a compreensão de leitura nos estudantes e ao mesmo tempo contribuir para que eles se tornem aprendizes autodirigidos. Questionários e provas de leitura realizados antes e depois da implementação pelos estudantes, o diário de aprendizagem dos estudantes e os diários do professor constituíram os métodos de coleta de dados utilizados no estudo. Os resultados indicam que o uso da leitura estratégica colaborativa gerou um impacto positivo nas atitudes e hábitos de aprendizagem dos estudantes.
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