Debating the “Science of Reading” and its Impact on Policy
DOI:
https://doi.org/10.5902/1984644488167Palavras-chave:
Ciência da Leitura, Política de Leitura, Ensino da LeituraResumo
Nos últimos 20 anos, os Estados Unidos assistiram ao aparecimento de um movimento de “ciência da leitura” que impulsionou nova legislação sobre leitura em 45 estados e no Distrito de Columbia. Este artigo examina os debates sobre e no âmbito da “ciência da leitura” e discute o seu impacto nas políticas de leitura nos Estados Unidos. Destaca as preocupações geradas pelo enfoque demasiado restrito na fonética e a falta de atenção às provas mais amplas relativas ao ensino da leitura. Nossos estudos evidenciaram que os impactos da “ciência da leitura” trouxeram implicações que merecem ser mais bem analisadas. A elaboração de políticas públicas que têm reduzido currículos e avaliações baseados na fonética. Ao focalizar os aspectos fonéticos, se desconsiderou outras facetas da leitura, como o uso da linguagem em suas diferentes situações de comunicação, a relação entre leitura e escrita, a motivação e interesse dos alunos. Há a necessidade de mais estudos em torno da "ciência do ensino da leitura", considerando os diferentes contextos em que se encontram alunos e professores. Da mesma forma, tem limitado as oportunidades de escolha por parte de distritos, escolas e professores. Não resolveremos o problema da leitura até e a não ser que resolvamos uma série de outras desigualdades.
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