A coesão na leitura de textos de curiosidade científica: um estudo com alunos de 5º e 6º anos do Ensino Fundamental

Abstract

This article presents a study linked to another original project – closed in 2021 – which had the support of CNPq and FAPERGS. The research carried out is anchored in psycholinguistic assumptions about reading and reading comprehension. During the project, 205 Elementary School students from 5th and 6th grades, coming from 4 schools in Rio Grande do Sul (3 public schools and 1 social work school), participated in a teaching intervention that focused on the development of reading comprehension skills and textual awareness of its participants. The article presents the development of reading materials in digital technologies, based on texts of scientific curiosities and ludic, interactive questions, organized into four content modules (superstructure, coherence, lexical cohesion and grammatical cohesion); however, the lexical cohesion and grammatical cohesion modules are focused on this study. In order to assess the contribution of the intervention, a pretest – before the workshops – and a post-test – after the workshops were applied. Data was organized and analyzed, considering the reading comprehension and textual awareness scores in lexical cohesion and grammatical cohesion modules, as well as analyzed among the 4 school groups. In this context, a varied performance was observed, with a development of up to 13.54% in the students' scores. The project is relevant for encouraging the creation of teaching and learning technologies, bringing together Psycholinguistics and digital technologies in an interesting and engaging way, as well as aiming at the development of reading skills of elementary school students.