Estratégias de leitura no processo de alfabetizar letrando com alunos do 3º ano do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Rodrigues , Sandra Maria Belo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Estratégias de leitura; Letramentos; Ensino fundamental I; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/34318

The objective of this work is to analyze reading strategies in the process of teaching reading and literacy to third-graders given the reading comprehension difficulties – commonly observed in Portuguese language classes – of students who have completed their reading and writing learning cycle and need to advance beyond decoding language. To achieve that objective, a qualitative interventionist research was conducted, based on content analysis, following Bardin (2011). The theoretical framework dialogs with Brazilian official documentation, such as the National Common Core Curriculum – BNCC (Base Nacional Comum Curricular, in Portuguese) (Brasil, 2017) and the National Curriculum Parameters – PCN (Parâmetros Curriculares Nacionais, in Portuguese) (Brasil, 1998); also, authors in the field of Linguistics, such as Soares (2014; 2016; 2021), Tfouni (1998); Solé (1998); Marcuschi (2008; 2010); and Literature, such as: Cosson (2018), Coelho (2000); Zilberman (2003), among others. The work was developed in a public elementary school in the city of João Pessoa, state of Paraíba, Brazil, and involved 27 students in a third-grade class, in three phases: initial diagnostic assessment; pedagogical workshops to teach reading strategies as proposed by Solé (1998), with the use of poems, fables, short stories and comics to improve the students’ reading skills as we worked with literate culture suitable to the group’s reality; and a final diagnostic assessment. The results collected both from the diagnostic assessments and from the workshops show significant advances in the work with reading strategies, as students were provided with the opportunity to practice reading comprehension and reflect on their perception of their capacity to become the protagonists of their own learning, which confirms the relevance of the school in fostering the habit of reading, and the importance of teaching based on pedagogy-driven strategies.