A inclusão social nas linhas e entrelinhas das práticas de leitura no 5º Ano: uma costura indispensável para a formação cidadã.

Abstract

In the context of Brazilian public education, it is common to observe students who, even in the 5th year of elementary school, are unable to develop the ability to understand reading, which is why their academic performance and interaction with society are impaired. Based on this problem, this work set out to investigate the reasons why students reach 5th grade just decoding texts, without understanding what they read. It is based on the work of authors and researchers who treat reading as an object of social inclusion Sociodiscursive Interactionism and its postulates that take the text as an object of teaching, such as Mikhail Bakhtin (2003), Fischer (2006; 2009) Street (2014 ), Emília Ferreiro and Ana Teberosky (1999, 2015, 2020), Antunes (2003, 2007, 2009), Paulo Freire (1985, 2003, 2007, 2021) Kleiman (2005, 2008), Rojo (2009), Wiggins, G .; Mctighe, J. (2019) among others. To this end, qualitative and documentary research was conducted in dissertations that focus on the topic and offer intervention proposals. Through the research, it was observed that factors such as: social, psychological and pedagogical aspects of students; problems related to teacher training, and consequent reduction in the efficiency of pedagogical planning; in addition to decontextualizing the approach to reading practices, they directly interfere with the development of reading comprehension. Finally, a teaching guide was created to help 5th year teachers in conducting classes and reading activities aimed at understanding textual genres as a tool for social inclusion, using themes present in the students' social context.