Leitura literária na alfabetização: articulações possíveis entre as estratégias e as fases de leitura

Abstract

We start from the premise that reading is a permanent process of interaction between reader and text, in which subjects rely on certain purposes that guide reading as well as on their previous knowledge and experiences, in order to produce meanings and effectively understand texts. From this perspective, the research aims to identify how literary reading, based on the proposal of reading strategies, can contribute to the advancement of the reading phases of children in the literacy process. For this, the proposed investigation is configured in a participant research, with a qualitative and descriptive approach, taking as a technical and investigative procedure the systematic observation, from the application of reading activities, during the school year of 2022, in a class of the 1st year of elementary school, of a municipal school, located in Campo das Vertentes, Minas Gerais. As a theoretical basis, we highlight the studies of Solé (1998) regarding reading strategies, of Girotto and Souza (2010) regarding strategies specifically directed to literary reading and the studies of Ferreiro and Teberosky (1999) on the phases of reading. The analysis of this investigation shows that the reading actions and strategies carried out with the literary text contributed to the advancement of the reading phases and to the process of literary literacy of children in the 1st year of elementary school, in the process of literacy. Such observations allow us to emphasize the importance of planning pedagogical actions that favor reading strategies, as such stimuli contribute significantly to the cognitive development of children's reading phases, to the process of reading comprehension and to the process of reader formation. In addition, this research presents as an educational product the realization of an extension mini-course, entitled Reading strategies: reflections on the contributions to the training of reading mediators in basic education, with a workload of 40 hours, aimed at the community, undergraduates, graduate students and education professionals, especially teachers of early childhood education and the early years of elementary school. The mini-course, linked to the Núcleo de Estudos em Linguagens, Leitura e Escrita (NELLE) of UFLA, included virtual activities, through Google Meet and virtual campus and face-to-face meetings, in the morning at the UFLA education department, in the year 2023.