O ENSINO DE ESTRATÉGIAS DE COMPREENSÃO LEITORA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: Implicações para a formação de crianças leitoras no 5º ano

• Ano de defesa: 2026
• Autor(a) principal: GOMES, Thayronne Rennon Lima
• Orientador(a): VITURIANO, Hercília Maria de Moura
• Banca de defesa: VITURIANO, Hercília Maria de Moura , COSTA, Cristiane Dias Martins da , BATISTA, Marivaldo Omena , FERNANDES, Vanja Maria Dominices Coutinho , MARTINS, Leoneide Maria Brito
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: COORDENAÇÃO DO CURSO DE PEDAGOGIA/CCSO
• País: Brasil
• Palavras-chave em Português: Ensino da Leitura; Estratégias de leitura; Compreensão leitora; Práticas pedagógicas; 5º ano do Ensino fundamental
• Palavras-chave em Inglês: Reading Instruction; Reading Strategies; Reading Comprehension; Pedagogical Practices; 5th year of Elementary School
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6826

The present research investigates the teaching of reading comprehension strategies in the early years of Elementary Education, with an emphasis on the implications for the formation of young readers in the 5th grade. Reading comprehension constitutes one of the fundamental learning processes for children, given its role in enabling the reader to construct meaning. Therefore, it is considered one of the core contents in the teaching of reading in the classroom. Thus, the aim is to investigate the implications of teaching reading strategies for the development of reading comprehension among 5th grade children, culminating in the design of a pedagogical guidance guide to support teachers’ planning. The research is grounded in the studies of Bakhtin (2006), Vygotsky (1989), Doretto and Beloti (2011), Kleiman (2022), Solé (1998), Girotto and Souza (2010), Geraldi (2006), and Jolibert (2006). Methodologically, it adopts a qualitative approach through collaborative research and intervention research in education, with a view to transforming teaching practices. The investigation will involve 5th grade teachers. The instruments for data generation include participant observation, interviews, and formative discussion groups. The expected results include an understanding of the theoretical-methodological processes related to the teaching of reading and reading comprehension based on situated assumptions, identifying the ways in which strategies are (or are not) incorporated into pedagogical practices, and developing an educational product that guides and qualifies the teaching of reading comprehension in the school under study. The research seeks to contribute to the field of reading instruction in the early years of Elementary Education, more specifically in relation to one of the objects of knowledge to which children must have access in their schooling: reading strategies for the development of reading comprehension.