Língua portuguesa no ensino superior: a leitura como ferramenta na construção de conhecimentos

Abstract

The discipline of Portuguese Language assists in the social and cognitive development of individuals in community, through which they develop skills (oral and written) that allow interaction and communication of people. Within this discipline is reading, which is an important factor of intellectual development for the human being and should be a daily practice in everyone's life, from it are developed concepts and learning that make it possible to act in the context in which the individual is Inserted, as agent transformer the environment, into social practices. Faced with this, it is the teachers' responsibility to contribute to the formation of student readers, capable of constructing critical concepts, based on the texts read, regardless of the area they work in. In this context, there is a concern about the difficulties that students encounter when they enter higher education in view of the fact that the academic world presents many particularities and practices that are characteristic of this environment. Reading plays an important role today and is linked to the oral and written development of the individual. When it comes to the sphere of education, more specific to higher education, it is faced with the reality that most courses do not have the Portuguese language as a study tool, and reading is only due to the obligation and collection of certain teachers. Therefore, the objective of this work is to provide a reflection on the teaching of the Portuguese Language and reading in higher education in courses other than Letters. For this, we conducted questionnaires between academics and teachers of the Computer Science course of a private university, which led us to confirm that many difficulties exist on the part of the students. It was possible to verify the preference of academics for other activities, other than reading and writing, even though they have the incentive to do so, and although they may have a well-trained teaching staff and extensive experience in their field, they do not feel motivatedin Proposed reading activities. But at the same time, they seem to be aware that good reading, writing and orality are fundamental bases for their formation and, consequently, professional performance.