Letramento e alfabetização: habilidades de leitura no ensino fundamental - anos iniciais

Abstract

This study focuses on reading skills during the literacy period and seeks, as its main objective, to investigate reading skills consolidated by third-year elementary school students. To achieve the proposed objective, this research aims to (i) identify the methodologies used for pedagogical practice in working with reading; (ii) analyze reading skills consolidated by third-year elementary school students; and (iii) build a didactic guide as an educational product for teachers to work with reading. The study is based on the National Common Curricular Base (Brazil, 2018), guiding documents, and renowned and renowned theorists. This is a case study, in which students from a third-year elementary school class, a teacher, and a researcher participated. Data were collected through direct observation in Portuguese language classes and by recording in a field diary. An activity involving protocolized reading and the application of a diagnostic activity of reading skills referenced in the guidelines of (Brazil, 2018) was also used. The data were analyzed through quantitative and qualitative approaches, with a view to systematizing interventions/strategies to boost the acquisition and development of reading skills in students. The results indicated the work with textual genres, the use of different strategies for working with readings and the insignificant presence of the use of textbooks. It also pointed out that the skills based on the guidelines (Brazil, 2018), of “Identifying the central idea of the text, demonstrating global understanding”, “Inferring implicit information in the text read”, “Identifying the purpose of using persuasive resources (colors, images, choice of words, wordplay, font size) in advertising and propaganda texts, as elements of persuasion”, “Appreciating poems and other versified texts, observing rhymes, alliteration and different ways of dividing verses, stanzas and choruses and their effect on meaning”, “Reading and understanding, autonomously, instructional injunctive texts (recipes, assembly instructions, etc.), with the structure of these texts (imperative verbs, indication of steps to be followed) and mixing words, images and graphic-visual resources, considering the communicative situation and the theme/subject of the text”, “Locating explicit information in the text”, were consolidated by the majority of students and that the skills “Recover relationships between parts of a text, identifying lexical substitutions (of nouns for synonyms) or pronominal substitutions (use of anaphoric pronouns – personal, possessive, demonstrative) that contribute to the continuity of the text”, “Read and understand, independently, personal letters and diaries, with expression of feelings and opinions, among other genres from the field of daily life, according to the conventions of the letter genre and considering the communicative situation and the theme/subject of the text”, “Identify functions of the dramatic text (written to be staged) and its organization through dialogues between characters and markers of the characters' speeches and scene”, require more systematic work, so that they can be consolidated.