LITERARY READING AND TEXT COMPREHENSION IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article aims to analyze the pedagogical practices of literary reading in the Portuguese Language curriculum planning of two public schools in Cruzeiro do Sul, Acre, and their implications for text comprehension. Literary reading in the early years of elementary school is essential for the development of text comprehension, critical thinking, and literary literacy. However, the way literature is approached in the classroom does not always promote meaningful reading. Often, literary texts are used merely as support for grammar activities, without exploring their interpretative and formative potential. This qualitative study conducted a documentary analysis of the teaching plans and didactic sequences of the 5th grade of elementary school, seeking to understand how literary texts are used and what strategies are employed to promote students' reading comprehension. The results indicate that, although literature is present in school planning, its approach varies significantly between the analyzed institutions. While one school adopts practices that encourage critical interpretation and reading autonomy, contributing to the development of text comprehension, the other limits literary reading to a non-critical perspective, restricting its educational function. Thus, the need for pedagogical strategies that foster a deeper teaching of literature is reinforced, ensuring the development of critical and reflective readers.