Práticas de leitura em sala de aula do ciclo de alfabetização do ensino fundamental: uma análise reflexiva

Abstract

The act of reading is complex and thought-provoking. Children and young people of different ages are faced with the challenge of learning how to read and move forward in this process. The school plays a crucial role in this awakening through reading and reading. Read for pleasure, read to learn, read to imagine and move to other worlds and realities. The acquisition of reading is a personal, social and cultural process. Each subject has a course and a time for learning to read. We are based on the studies and concepts of School, Reading and Reading Processes of Fontana and Cruz (1998); Cagliari (1995) and other authors. As methodological procedures that stimulate the confrontation between theory and practice, we are based on bibliographical research and field research, and the methodology applied was a bibliographical and theoretical analysis of the topic in question. Among the objectives, we highlight: to discover which methodological strategies used by the teachers of the classrooms investigated; to find out if the pedagogical conception made explicit in the School's Political Pedagogical Project and in the National Curriculum Parameters (PCN'S) is consistent with the classroom teachers' practice and to identify the main causes of reading learning difficulties in the literacy cycle. The locus of the investigation happened in schools of the Municipality of Macau (RN). Taking into account some reflections and concerns about the importance of reading in the process of training and literacy of the child. After the development of the research, it was found that the classroom teacher uses the traditional synthetic method to literate her students.