A contribuição da leitura literária no processo de formação de novos leitores: estratégias diversificadas como caminho para o aprendizado

• Autor(a) principal: Oton, Roseclay Paracampos
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/69982
• topic: Estratégias de leituras; Leitura literária; Formação leitora; Reading strategies; Literary reading; Reading training

The formation of readers has been a challenge in schools in Brazil in the face of the present day, especially in times when digital social communication media have mediated the world of children, adolescents and young people.The challenge of sharpening the interest in reading, of raising awareness about its importance for the formation of the social being, is something that we can perceive with great intensity. Educating readers is essential for a free society to debate its ideas. Discussing the literature, expanding the reading circumstances and the reader's deciphering ability is essential. Being able to diverge, manifest, oppose opinions is a right that is guaranteed with this training, because, learning to read and decipher, we guarantee free will of thought and perception. The main objective of the study presented here is to investigate the encouragement of reading in the classroom, in a class of the 4th year of Elementary School, identifying the pedagogical practices that are being applied to develop reading skills in these children. The research carried out is characterized as qualitative, with an exploratory character, based on an interventional action in a class of the 4th year of elementary education in a school on the outskirts of the Metropolitan Region of Fortaleza. A bibliographical and documentary research was also carried out in order to conceptualize the subjects dealt with and support the analysis of the collected data. We take as references the studies of Freire (1989), Ferreiro (1996), Soares (2003, 2017, 2020), among others. The official documents read were the National Curricular Parameters for the Portuguese Language (1998) and the National Common Curricular Base (2017). We came to the conclusion that not all children reach the 4th year having developed reading and writing skills, but that, based on diversified teaching strategies for their insertion in the literary world, they are able to develop means for the use of literature, proving that the act of reading beyond words is not impossible to accomplish.