Escola de tempo integral e formação de leitores : análise das ações desenvolvidas para a mitigação de defasagem em leitura de estudantes do Ensino Fundamental anos finais

• Ano de defesa: 2025
• Autor(a) principal: Costa, Rodrigo Gualberto da
• Orientador(a): Neves, Jefferson Adriano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras (FAELCH)
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• País: brasil
• Palavras-chave em Português: Escola em tempo integral; Defasagem em leitura; Compreensão leitora; Formação de leitores; Letramentos; Full-time school; Delay in reading; Reading comprehension; Reader training
• Área do conhecimento CNPq: Educação
• Link de acesso: https://repositorio.ufla.br/handle/1/60111

The return to face-to-face activities after the Covid-19 pandemic showed an impact on students cognitive and emotional development, especially on reading comprehension. The approval of law no 14.640 (Brazil, 2023), which aims to increase the number of full-time students, requires strategies for schools to effectively contribute to the reading development of these students. In view of this, this study aims to analyze he possible contributions of the Full-time school to the training of readers and the reduction of the reading gap among elementary school students – final years. During the research, it was possible to analyze the impact of the intervention project on reducing the gap in reading and interpreting texts among students in the sixth and seventh year of elementary school. The project entitled “Integrating Culture and Learning: Proposals for Reducing the Reading Gap of Students in the Final Years of Elementary School” was implemented in the researched school. The research, with a mixed qualitative-quanti approach, used the Action Research method and analyzed data collected through participant observation, reading tests, development of an intervention project and questionnaires. Content analysis was used to interpret the data. The results indicated that the intervention project subtly contributed to improving the reading comprehension and self-esteem of students with disabilities. Data analysis showed that despite the increase in workload, Full Time does not guarantee conditions for mitigating the reading gap and training readers; teachers and students face methodological and structural barriers that hinder the teaching and learning process; there is a need and desire, on the part of teachers and students, for a permanent program to support learning recovery with a focus on reading and reader training. It is hoped that this study will contribute to the debate about full-time school and the training of readers, providing subsidies to improve educational practices and promote a more complete development for all students. The research results reinforce the need to make the curriculum more flexible; continuing training for teachers; greater inclusion of teachers in debates about reading and reader training; strategic planning that involves all educational bodies and the school community and the search for intersectoral partnerships.