The practice of reading in the course of the Executive Secretariat of the State University of Londrina

Abstract

This study aims to investigate how the reading issue is addressed in the Executive Secretarial Course of the State University of Londrina, checking the levels of reading comprehension of students from the four series of the course and encourage teachers to form readers within their disciplines. The following research problem was listed out: Why is reading is so incipient in the Executive Secretarial course of the State University of Londrina? The following hypotheses were taken into consideration: there is no incentive on the part of teachers, neither initiative by the students, specially because there is little incentiveto reading in the early grades. To answer the questions listed we opted for a methodological approach that began with na exploratory study, comprising documentary analysis. The quantitative research will also be used, with a collection instrument in the form of a questionnaire applied to the students of the four series of the Executive Secretarial course at the State University of Londrina. To complemet the research a qualitative approach will also be employed with a collection instrument in the form of Cloze Test, which consists of a text, previously validated, where the student must complete gaps using his/her comprehension skill and prior knowledge about reading. The research was formed by students of the four series of the course, totaling 98 completed questionnaries along with the Cloze test. The theoretical basis in anchored in the principles of Paulo Freire, Isabel Solé, Angela Kleiman and Lucinea Rezende, and confronted with the research from Pró-livro Institute about reading. This study intends to analyze the forms of integration of reading in the Executive Secretarial course, and awaken a taste for reading of students and faculty members. With our research we got the results that just over 30% of respondents were influnced by parents to read, and in the Cloze test we found that over 70% of students surveyed had frustation level in reading, where the students cannot understand what they are reading.