O ensino da leitura nos anos iniciais do ensino fundamental: um estudo de caso numa escola pública situada na zona rural de Delmiro Gouveia, AL

Abstract

The present study was due to the “Novo Mais Educação” program, a government program that aims to improve student learning in Portuguese and Mathematics in the early years of elementary school, which the researcher has been working for eight months at the Campo School. During these months, the researcher noticed children with different difficulties, however, the ones that attracted the most attention and concern were mainly the difficulties related to reading complex words such as: rr, ss, ch, lh, text interpretation, and some children who should have been reading by school age were still recognizing the letters, others identifying the syllables, which made the researcher seek to understand how reading teaching occurs in the early years of elementary school: a case study in a school This work aims to analyze the process of teaching reading in the early years of Delmiro Gouveia - AL. of elementary education in a public school located in the rural area of Delmiro Gouveia/AL. For this, we seek to understand how teachers work with reading in the classroom, recognize the teaching practices of teachers regarding the teaching of reading and investigate the causes or factors that impede the formation of these subjects into readers. Thus, a qualitative and quantitative research was carried out, with a case study, which was structured through the application of an objective questionnaire and field notes, during the period in which the researcher was present at the school. It was sought through this research to show the importance of teaching reading in the early years of elementary school. Therefore, this research was supported by some theorists, among them, Freire (2001), Martins (2003), Reyes (2010), Kleiman (2011), among others who deal with this theme. It is understood that the teacher's role is not only to transmit knowledge, but as a subject to be able to participate in the student's life, giving them possibilities to train these subjects into readers, able to exercise their voice. Thus, providing opportunities for the classroom to become an environment where students can awaken a taste for reading, for the pleasure of reading, providing them with a necessary instrument, so that they are prepared to continue improving their knowledge both in the classroom as out of this.