Banca de DEFESA: VALDIRENE CAVICHIOLI

THE APPLICABILITY OF THE ENUNCIATION METHOD OF READING (MEL) IN THE STATE SCHOOLS OF MATO GROSSO – THE DEVELOPMENT OF READING COMPETENCE IN BASIC EDUCATION.

Teaching, Enunciative Reading Method (MEL), History and Local Culture.

This work, linked to the area of Study of Linguistic Processes, in the research line Study of Meaning Processes of the Stricto Sensu Graduate Program in Linguistics at the State University of Mato Grosso (UNEMAT) and the Research Line Teacher Training and Teaching Action of the Master's Program in Planning and Teaching Management at UninCor, proposes the applicability of the Enunciative Reading Method (MEL) in the State Schools of Mato Grosso. Reading competence has been a recurrent theme in the teaching-learning process at schools in Mato Grosso. This concern was due to the results presented by the external evaluators - International Student Assessment Program (PISA) and National Indicator of Functional Literacy (INAF), which demonstrated in their last reports, in 2018, statistical data that show the lack of reading competence of Brazilian Basic Education students, where they reveal that most Brazilian students do not develop reading skills beyond the most basic level of comprehension. The documents that guide teaching in Brazil and in the state of Mato Grosso recommend a contextualized teaching, guaranteeing at the same time the diversity, plurality and individuality of the students, however, as shown by the indexes presented, the students present an index below the performance, especially in terms of reading proficiency. Only 2% of students in Brazil reached levels 5 and 6 of reading proficiency and demonstrated advanced skills, such as the ability to understand long texts, deal with abstract and counterintuitive concepts, and distinguish between facts and opinions. We understand that these results are still unsatisfactory for forming an active and participatory citizen, in a way that reflects on his human condition in society. Given this scenario, we problematize: how to solve the functional illiteracy of these readers? Considering the procedures defined by the Enunciative Reading Method (MEL), developed by Souza (2022), a method that meets what is determined in the National Common Curricular Base (BNCC) and bases its procedures for analysis, interpretation and teaching of texts in Semantics do Acontecimento de Guimarães (2018), we aimed to apply it in a State School in Várzea Grande/MT and, based on the results obtained, prove its effectiveness or not as an innovative methodology. For this purpose, we defined as a corpus the text of the website of the Municipality of Várzea Grande and the texts collected, whose theme is the approach to Culture and Regional/Local History of the students. Approaching texts as an object of study is a common practice in all schools, because by telling these stories, from a semantic-enunciative perspective, we are giving meaning to the identity of citizens who live in the municipality of Mato Grosso. In this way, working with texts in circulation assumes a fundamental role in this context.