PERCEPTION OF HIGH SCHOOL STUDENTS OF PUBLIC SCHOOLS ABOUT READING COMPREHENSION

Abstract

Reading is a process increasingly present in the daily lives of human beings and enables social inclusion, however the act of reading does not end with the simple decoding of the word or written language, reading is questioning what is written in a text. Given the situation faced by the educational system regarding the difficulty of teaching and learning to read, this article aims to investigate the perception of reading comprehension in third-year high school students through interviews and understand, from the perspective of these subjects, that type of reading is more pleasant to work in the classroom, which one makes up meaning for the individual's formation and if they face difficulties in textual comprehension, which ones impose barriers to the understanding of reading. The study was carried out using a qualitative approach, which enabled the construction of data that allowed a semantic-thematic analysis of the content addressed. The analyzes enabled discussions on activities that address reading and reading comprehension. Finally, the results of this study showed that students in the final grades of high school find it difficult to understand a text because it is worked out of context from the current experience of students with regard to language, the topic addressed, as well as the importance of content for life.