As práticas de leitura no processo inicial de alfabetização em uma escola pública

Abstract

This investigation has as object the pedagogical practices of reading in the initial process of literacy, in a school of the Municipal Education Network of Ponta Grossa, Paraná. In the National Literacy Assessment (ANA) and in the Prova Brasil, students obtained, in the latest measurements, lower performance rates in reading skills compared to performance rates in writing skills. The average index of student performance in reading skills, in the municipality of Ponta Grossa, is also below expectations, justifying the need for research focused on the reading axis. In this municipality, there are schools that stand out positively because they have desirable levels of proficiency in relation to reading. These schools instigate investigations to identify and analyze actions that can trigger good results in other educational institutions. The analysis of the results of the schools in the municipality of Ponta Grossa caused the formulation of the question of this investigation: what challenges are presented in the pedagogical practices of reading involved in the process of literacy and literacy, in the initial years of Elementary Education, in a school in the Municipal Network Teaching in Ponta Grossa? The general objective was to analyze the challenges described by a group of teachers from that school, when they develop reading practices with their students. It is a qualitative research, exploratory in nature, developed from a literature review on the subject, and from the analysis of documents and legislation related to literacy at the national and municipal levels. The research also involves fieldwork, based on the application of an online questionnaire (FORMS / Microsoft platform) and a discussion group (DG) method applied at school with teachers from the early years of the literacy cycle in the Municipality of Ponta Thick. The authors used in the research are, mainly, Mortatti (2000, 2010 and 2015), Soares (2003, 2017) and Pérez (2008), to support the pedagogical practice conceptions directed to reading and Wolf (2019) for the study of the challenges for learning to read. Among the research results, the challenge of transforming spaces and moments suitable for reading practices, as well as using diversified activities and getting to know students to better choose different methods or approaches to working with reading.