A leitura no final do ciclo de alfabetização na visão de professoras alfabetizadoras da rede municipal de ensino de corumbá-MS

• Ano de defesa: 2021
• Autor(a) principal: ANA CRISTINA AUZIER DE SOUSA
• Orientador(a): Marcia Regina do Nascimento Sambugari
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação de Leitores. Estratégias de leitura. Prática docente.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4274

This study is part of the Masters in Education course of the Postgraduate Program in Education (PPGE) at the Federal University of Mato Grosso do Sul (UFMS), Pantanal Campus (CPAN), in the line of research “educational practices, training of teachers/educators in school and non-school spaces”. It integrates the broader research entitled “literacy and literacy in school and non-school contexts”. It takes as its object reading at school as it considers it essential for the formation of readers, with teachers playing an important role in introducing students to reading practices in the school context. Its research problem is the difficulty of reading with comprehension for many students in the 3rd year of the Initial Years of Elementary School and starts with the following questions: why at the end of the 3rd year there are still students who cannot read with comprehension? What is the view of literacy teachers on this situation? What is actually needed for children to be literate at the end of the literacy cycle? In order to seek answers to these questions, the research aimed to understand the view of teachers who work in 3rd grade classes of the early years of elementary school in municipal schools in Corumbá-MS, on the process of appropriation of reading with comprehension from the students. The specific objectives sought to: (i) map what research has pointed out regarding the appropriation of reading at the end of the 3rd year; (ii) identify the teachers' view of what is necessary for the process of teaching reading, with comprehension, to be carried out; (iii) verify the factors attributed to the difficulty of reading and the teachers' coping proposals. The methodological approach used in this research is qualitative, as its nature is exploratory and descriptive, in relation to the objectives. To produce the data, a survey was first carried out on the number of classes in the 3rd year of elementary school, in 2020, in schools in the municipal education network, located in the city of Corumbá-MS, with 48 classes distributed in 16 schools. Based on these data, a questionnaire was designed to be answered by teachers, allocated in 2020, in 3rd year classes of elementary school, in order to draw a profile and select some to be interviewed. Of the 29 respondents, four teachers were selected who met the following study criteria: longer working in 3rd grade classes and who had students with reading difficulties, in 2019. Data analysis showed the need to: (i) more studies focused on reading in the classroom; (ii) continuing education policies, aimed at reading strategies, in order to promote the taste/habit of reading in teachers and not to make literary reading didactic; (iii) more investments by the government in terms of material structure (book kits) for teachers and children; (iv) direct and frequent communication/dialogue between teachers and parents/guardians of students; (v) school and university partnership to support children with reading difficulties.