Semiotics and education: possibilities for reading work in Fundamental Education

Abstract

Considering that reading teaching is one of the biggest challenges of the Brazilian school, we propose - in our masters research - to carry out a study that would contribute to an effective approach to the text, with regard to the teaching and development of reading proficiency in 9th grade students. Therefore, we performed an action research, in light of Algirdas Julien Greimas's Semiotic (French line) and the reading strategies proposed by Solé (1998). In this article, we present one of the activities implemented in a 9th grade elementary school class of a public school in the municipality of Igarapé-Açu, Pará. The results showed that, despite its complexity, Semiotics becomes effective when oriented didactically for the processing of the senses in reading activities. Moreover, it was confirmed that, even though not known as a theory for reading teaching - especially in basic education - Semiotics injects a different perspective at school than those commonly used by teachers in the classroom, becoming another possibility. as a theoretical and methodological resource for the teaching of reading in school contexts.