A Interrelação professor/aluno no processo de aquisição da leitura.

Abstract

This monograph addresses the teacher-student interaction in the acquisition process reading and writing, starting from the following question: how the relationship teacher-student interferes in the learning process of reading children from the 2nd year of elementary school. To answer this question formulate the following objectives: To analyze relevant aspects of learning made possible by different forms of interaction and dialogue; identify difficulties existing in the teacher-student relationship that favor or hinder the teaching-learning process, in addition, to observe how the process of development of children, can be transformed by interactions and relationships teaching within the classroom. This research presents a contextualization of the assimilation of reading in the classroom environment, to the fact that interpersonal relationships can immediately affect the so desired acquisition of reading. Therefore, as theoretical assumptions, we list: Alonso (2003); Barbosa (2004); Neto (1994); Ferreiro (1992); Lemle (1987); Terzi (1995) who work with the theme. This research was carried out with five students from the 2nd year of elementary school in a public school in the city ​​of Jerico / PB. Thus, this study is divided into three chapters, which the first presents a brief theoretical discussion on the importance of reading. The The second addresses Methodological Procedures based on the importance of researcher-subject relationship and data collection instruments. Finally, in the third chapter we bring the results of the research that reveal the points negatives and positives regarding the teaching of reading, providing clues to we change the mechanical / decoding reading into reflective / critical. That is why, we ended our approaches by pointing out the importance of the teacher-teacher relationship student so that the learning of reading gains new meaning independent of the situational contexts, inside or outside the school.