LIMA JÚNIOR, L. S.; http://lattes.cnpq.br/3118087026280455; LIMA JÚNIOR, Luiz de Sousa
Résumé:
The development of the habit of reading is of paramount importance in the life of the student, being a fundamental piece for the construction of critical beings and attentive to the process of globalization and pertinent changes in society. The difficulty of developing a critical and cohesive reading interferes with the process of knowledge construction. The present bibliographical research reflects on the re - signification of reading practices in the perspective of the activity of meaningful learning to the daily school life, the practice of reading and the formation of critical readers within the society, highlighting the role of the teacher and its continuing education , as a fundamental part of this process. It also seeks, through the intervention proposal, to highlight the place occupied by the school institution in encouraging the development of critical readers and to emphasize the relevance of a planning that takes into account the needs of the learner in order to facilitate the process of training of readers. The objective is to show the difficulties that the students have in reading and how the school institutions fail to wish in this respect, focusing also on the importance of teacher training. As theoretical support, this work is based on the considerations of Back (1987), Cagliari (1989 and 1994), Freire (1996), Almeida (1997), Soares (1998), Antunes (2003) among other authors that approach the theme of reading and the formation of good readers capable of interpreting the world and the society in which they live and of them are subjects of transformation. However, we sought to draw the attention of educational professionals, mediators of students' reading skills, regarding the need for adequate strategies and resources for the reading practice of these students, given the lack of criticality and understanding, in the vast majority of readers , and the various incorrect ways of practicing it.
