THE PRACTICING OF READING IN THE CLASSROOM OF PRIMARY SCHOOL

Abstract

The aim of this research was to check how the approaches of teaching reading, base on the theoretical principals of Enunciation Linguistics, from Applied Linguistics and the social and historical perspectives of teaching and learning, under the interaction conceptions of language, have been used in the classroom of students from primary school. In this manner, Thus, a representative sample of the practice of reading from 3rd grade students in a private school in Maringá- PR was analyzed, focusing the textbook; the classes of the teacher and the texts of students. Results show that, although there is a pre-willingness for an interactive work based on the social and historical perspectives of teaching and learning reading, the former was artificially developed, providing no possibilities for internalization, because the students read and discussed the text just to answer the questions of oral interpretation present in the textbook. Therefore, it can be stated that in general terms, lessons were featured for teaching and learning for the school, continuing with the traditional perspectives, despite the proposal of teaching to be enunciation.