Práticas de Leitura: uma turma do quinto ano do Ensino Fundamental

Abstract

This study is characterized as a Completion of Course Work presenting as a theme the practices of reading and literary literacy of a fifth grade class of Elementary School, as well as its relationship with reading. Based on this theme, an attempt is made to answer the problem question: what are the pedagogical practices used by the fifth grade elementary school teacher to encourage the habit of reading, as well as the relationship of these students with reading? And, based on this, the general objective is to understand how the Early Years teacher develops her practices to encourage the habit of reading and as specific objectives: to recognize the importance of reading in the student's education, to identify the practices used by the teacher to encourage the habit of reading, reflect on activities that stimulate reading practices and identify the relationship of these students with reading. The research has a qualitative narrative approach of a sociocultural nature, using instruments for data collection such as a narrative interview, open questionnaires, observations and conversation circles. The subjects of the study were a teacher and the students of a fifth grade class at EMEF Antônio Gonçalves do Amaral in the year 2022. The authors who supported the research were Braggio (1992), Cosson (2014;2022), Ferreiro and Teberosky ( 1985), Freire (1997;2016), Mortatti (2006) and Solé (1998). With this, we reflect on the proposals, understanding reading as essential for cognitive, intellectual and social development. Considering, therefore, the learning of reading essential for the student to be inserted in society. Therefore, with this study, we evidenced that the routine and the pressure to fulfill the foreseen content, many times make unfeasible diversified proposals to encourage the habit of reading, and thus, the relationship of the class with reading is limited to the collection of books in the library, which students show little interest in the collection, mainly due to the lack of knowledge of its works.