O ensino da leitura nas séries iniciais: limites e possibilidades.

Abstract

The first steps in learning to read begin when the child establishes the first contact with the world, at birth. It’s a natural learning, but as complex as systematic learning. Thinking in this context, it is intended to contrast the importance of developing the habit of reading early. This work had as its theme the teaching of reading in first grades, delimiting their possibilities and limits in the school ambit. So, it was aimed to analyze the process of teaching of reading in a class of first year in the initial series of State School, located in São João do Rio do Peixe town, and it was sought to point out the practices and methods developed in this class by the titular teacher, with a view to acquisition of reading by students. It was also focused on understanding if the teaching methodology stimulated or not the interest and involvement of children in reading activities. It was emphasized the types of text genres worked in the classroom and was investigated the concept that the teacher has about the reading. It was used as theorical reference the conception of authors as: Martins (2007), Freire (1987) and Barbosa (1994) who treat on the theme, as well as personal reflections on the studied object. For the work methodology it was used a qualitative approach focusing on field research. The techniques of data collection were observation and interviews with the teacher S.D.G. and five students in his class. Among the results, it is noteworthy that reading done in this series is mechanical and the type of reading that children like to do is still reading books about children's literature. It is hoped that the results presented here may contribute to the reflection of teachers about their teaching practices and thus become aware of the importance to form readers able to transform knowledge.