Práticas pedagógicas de formação leitora no primeiro ano do Ensino Fundamental em escolas da Rede Municipal de Fortaleza

Abstract

The object of study of this work, reading formation, is justified by the need to reflect on public school education and its teaching paradigms, in particular the formation of readers of the new generation (and also of previous generations). This is because, in the face of the problematic vastness of conceptions and experiences of teachers in the early years, their practices can, on one hand, enhance a discursive reading experience, or despise a discursive commitment and human formation with students, by prioritizing exclusively the technical or psychological elements. In this sense, this work has the general objective: to analyze the pedagogical practices for the reading formation of children in the first year of elementary school in a public school in Fortaleza, seeking to deepen the understanding of the different realities of pedagogical work with reading in the early years within the municipal education network of Fortaleza. This research is classified as qualitative, exploratory, organized through a literature review, based on: Colello (2021), Soares (2021), Solé (2014) among others, as well as a field research, due to the semi-structured interviews carried out with the teachers. It was noted that these teachers reproduce and/or advance within the set of their conceptions and training experiences and practices, seeking to work in a safe way with what they have of knowledge about teaching to read, as well as defending an expansion of the work with reading that uses diversified and well- organized moments and spaces, as well as planning activities with reading that are well articulated so that they can mediate children in their reading formation.