READING: THEORETICAL-METHODOLOGICAL CONCEPTIONS FOR APPROACH IN THE 5TH YEAR OF ELEMENTARY EDUCATION

Abstract

Nowadays, the educational model breathes constructivist airs, whose perspective believes that scientific knowledge as well as critical, social and citizen development must go hand in hand, therefore, it becomes relevant to observe the methodologies that have based the practices of teachers, especially in the 5th year of elementary school, as it is the basis of the students' entire academic career. Taking these assumptions into account, this research aims to present theoretical conceptions about the concept, aspects and relevance of reading, with a view to presenting strategies that can help educators in developing this activity. To this end, we carried out a bibliographical research based mainly on the concepts presented in the Portuguese Language PCNs for the first cycles (BRASIL, Parâmetros Curriculares Nacionais, 1997), Antunes (2003), Solé (1998). After carrying out this research, it became noticeable that teaching reading presents some points to be rethought and improved, these range from its concept (as it is shallow and limits this activity to just the recognition of signs or oral deterioration of texts written) to the strategies used by teachers (the vast majority of them are monotonous, not developing students' pleasure in the act of reading, using the activity only as a basis for grammar exercises or assessment activities).