Compreensão de leitura e o trabalho do coordenador pedagógico no 1ª ano do ensino fundamental em uma escola municipal em Campina Grande-PB

Abstract

The present research focuses on the relationship between universal access to education and, consequently, students' learning rights, articulating, in this educational context, the work of pedagogical coordination in the school unit. To do so, the research took place at the Manoel Francisco da Motta Municipal School in Campina Grande, Paraíba, where pedagogical coordination works on developing strategies to ensure students' qualified access to learning rights in Portuguese language reading in the early years of basic education. As theoretical support, we used the works of authors Street (2014), Rojo (2012), Bakhtin (1989), Tardif (2002), Lessard (2008), Vygotsky (1998), and Minayo (2001) due to their significant contributions in understanding the challenges faced in the Brazilian school context. The main questions guiding the research are: (1) how can the pedagogical coordinator ensure students' learning rights in the early years of elementary school? and (2) to what extent do pedagogical concepts and teaching methodologies contribute to making learning rights not only accessible but also desirable and meaningful for students? The general objective of the research is to contribute to the reflection on the relationship between teacher training, the pedagogical coordinator's support, and the assurance of learning rights for basic education learners. The specific objectives are: (1) to discuss the concepts of learning rights in Portuguese language reading in the early years of elementary school, using Solé's reading strategies; (2) to understand the contexts in which learning rights and reading strategies are guaranteed; (3) to analyze the role of the pedagogical coordinator in teacher support to ensure students' access to learning rights in reading; (4) to develop an intervention educational module, such as the Proposal for Pedagogical Support for Reading Strategies (PARALER) in Portuguese Language, for the 1st year of elementary school. The research methodology is a pedagogical intervention (DAMINANI et al., 2013), based on the contributions of Vygotsky and Bakhtin, emphasizing the importance of the sociocultural context in education. Data were analyzed using Minayo's thematic analysis (2001), which included the consultation of official documents, the development of an intervention didactic module, and the participatory intervention of the researcher with the school's teachers. The results demonstrate the effectiveness of working with reading strategies proposed by Solé in improving students' reading comprehension and promoting a more inclusive and enriching school environment. As a product, we have developed an intervention educational module, as a Proposal for Pedagogical Support for Reading Strategies (PARALER) in Portuguese Language, for the 1st year of elementary school. It is expected that this research will contribute to improving the quality of education and the formation of competent, critical, and reflective readers.