Formação de leitores na academia e efeitos na mediação da construção de estratégias de leitura nos anos iniciais do ensino fundamental.

Abstract

Reading studies have shown that reading is an activity that requires the reader to use strategies to construct meaning for the text. Considering the relevance of such strategies for textual comprehension, in this article we aim to discuss the education of readers in undergraduate courses, also paying attention to its effects on the education of reading mediators. The work is theoretically referenced by authors who focus on the study of reading such as Solé (1998), Hila (2009) and Cafiero (2003), among others. Based on this reference, we analyzed a corpus constituted by the activities of three students, in initial training, aimed at exploring such strategies by these students in the early years of elementary school. As a result, we found the use of different reading strategies in the reading of a text by the undergraduates, as well as the development of the ability to elaborate mediating questions for the construction of reading strategies of students in the early years of Elementary School.