O uso das estratégias de leitura na prática docente: uma aliada a formação de leitores proficiente

Abstract

The problem of teaching reading, indicating no formation of competent readers in the early elementary school years is a reality that affects most of the Brazilian public schools. This context is a significant number of individuals who leave school without basic mastery of reading, this act restricted only to the decoding mechanism. Such reality has the teacher as the main protagonist who has some gaps in his initial training, making it impossible to develop a practice of appropriate and effective teaching reading. To substantiate our discussion we seek theoretical support on authors like Solé (1998), Kleiman (2000), Kato (1999) ; Leffa (1999); Pietri (2007); Gaté (2001), Gagliari (2002), Lerner (2002), Martins (2003) Marcuschi (2010), among others. In this sense the present work deals with the systematic study on the strategies of reading by a group of teachers of 3rd , 4th and 5th grade at a public school in the city of Caturité - PB and its impact on how they guide the reading of texts written by their students in the classroom . To obtain the data, we conducted interviews (one at the beginning and another at the end of the research) with the teachers; direct observations of reading classes (before and after the study on strategies) to see how they develop the work with reading, and sessions study with them, in which we discuss issues such as: what are the strategies, why they should be taught and what are the strategies we use before, during and after reading. The data were treated qualitatively, from the conception of reading as the construction of meaning and importance Solé (1998) and other authors attribute to reading strategies in the formation of the reader. As a result, we expect with the study sessions, having contributed to the training of teachers, allowing a reflection on their practice and the acquisition of new knowledge about the teaching of reading and thus cause possible changes in the way they teach their students to read.