Fundamentações teóricas para a prática do ensino de leitura

Abstract

It is through reading that the student will expand the opportunity to understand the world around him, once we consider reading as the reading of the world that precedes the reading of the word – as Paulo Freire presents – as well as participating in his constant transformation. However, the act of reading requires involvement between the reader and the text; and, in the school context, the student’s learning requires the critical and reflective look of the teacher. Thus, this research had the theme of remembering the representations, the concepts and, above all, the practices related to the teaching-learning of reading in the classroom. With these intentions, it was organized into four topics: first, it discusses some pedagogical concepts about the term reading in the context of the classroom and its main purposes / challenges; it then explores the relevant characteristics and stimuli of beginning readers and competent readers in the process of reading; then it analyzes the concept and approach of texts in the classroom; and finally, it makes a reflection about the teacher’s role in the reading process as well as actions that favor the advancement of the same.