Conhecimento psicolinguístico e ensino: revisão sistemática de literatura

Abstract

Reading is a challenge to the human mind, in view of this, reading proficiently is a skill for few. In turn, developing proficient reading skills is an educational task, subject to the teacher's knowledge of the cognitive and linguistic processes inherent in reading processing. This research aimed, through a systematic literature review, from the period 2012-2022, in the databases of Portal Capes, Google Scholar and the Brazilian Library of Theses and Dissertations (BDTD), to identify, systematize and analyze the essential knowledge and skills to the teacher who trains readers, pointed out by psycholinguistics. To systematize the results, Scarborough's reading comprehension model – The Reading Rope (2001) – was used. The results point to 42 relevant studies, of which 50% (21 papers) highlight the word representation process, 21.4% (9 papers) the comprehension process and 28.6% (12 papers) both processes. In general, the results draw attention to the importance of the teacher's psycholinguistic knowledge in teaching and developing reading comprehension skills, suggesting the need to (re)think teacher training from a teaching concept focused on psycholinguistics, with a basic understanding of the cognitive and linguistic processes involved in the development of reading.