Educação e linguagem : proposta de instrumentalização docente para a identificação de dificuldades no desenvolvimento das habilidades de leitura, no ensino fundamental

Abstract

This thesis has as a main goal to propose guidelines for a major instrumentation that helps teachers to identify difficulties in the development of reading skills (decoding and comprehension) of the student, especially in the early years of Elementary School. The procedure adopted is essentially bibliographic and concepts used are based mainly on theoretical references by Vygotsky, Soares, Kleiman, Solé, Alliende and Condemarín, among other authors who study human development, education, learning and reading. The study reveals that learning to read is a social practice, which is complex, occurring in the interaction between the reader and the author. In this process, several factors come into play at the same time such as the prior knowledge of the reader and the text elements. For this operation to take place effectively, it is recommended that the learner develop a range of skills and use some reading strategies. In this sense, the more information the teacher has on the processes of literacy, as well as about the operations that proficient reading requires more qualifiedly tends to assess the reading level of the students and intervene whenever necessary. The investigation concluded that it enables a teacher to be able to create a well-instrumented interaction context, placing himself or herself as a mediator in the process that involves teaching skills overlapped by reading, more appropriately identifying the difficulties that may occur in this pathway and promoting more favorable conditions for meaningful learning.