Sumarização e síntese : uma experiência com estratégias de leitura envolvendo graduandos dos cursos de Letras e Pedagogia

Abstract

This thesis presents the results of the research “Summarizing and synthesizing: an experience with reading strategies involving undergraduate students of the Language and Literature and Pedagogy courses, linked to the Postgraduate Program in Education of the Federal University of Mato Grosso (UFMT), University Campus of Rondonópolis and included in the research line Languages, Culture and Knowledge Construction: historical and contemporary perspectives, whose discussions are articulated to the research group Alphabetization and School Literacy (ALFALE). Such investigation aimed at analyzing if the learning and the use of the strategies of summarizing and synthesizing, specifically, are constituted as tools which can assist the undergraduate students of the Language and Literature and Pedagogy courses to reach better performance and higher autonomy in the reading activities. For this purpose, it was included the participation of the students of the referred courses in a project of reading and writing production workshops which accounted for 30 hours. During the study meetings, concepts of reading strategies were addressed and, on the learning exercises were worked the summarizing and synthesizing strategies guided in the propositions of scholars of the theme such as Harvey and Goudvis (2017) and Girotto and Souza (2010). In addition, the activities had as support material books which form the archive of the UFMT Library, images, organizational graphs, and texts extracted from the internet. Under the investigative context, the process of data generation and production was subsidized by the perspectives of the qualitative approach and of the case study. The question which guided the research was: the reading strategies, specifically the ones of synthesizing and summarizing, are practices which can assist undergraduate students to reach better performance and higher autonomy in the reading activities? In face of what was analyzed, we noticed that, although most of the academics affirmed practicing the act of reading weekly, part of them do not know if they have good engagement in the readings that they are used to doing. This aspect, related to the reading comprehension, is interconnected to many factors highlighted by the academics themselves, among them, not having enough concentration to read, not having patience to read and, in addition, not comprehending the biggest part of what they read. Furthermore, the result of the research showed the importance of the reading strategies theme being explored in Higher Education, since, according to what is reported by the participants, the workshops enabled them to lessen difficulties related to the practice of reading and provided them with a new reader behavior, encouraging them to read other types of texts which are not only academic. In this respect, it is concluded that activities like workshops and others which stimulate reading between undergraduate students, the use of the libraries, the writing production, among others, can form a set of actions which point to new paths so that this reading public, indeed, is able to interact with many types of texts in a critical and autonomous way during and after the university education studies.