READING PRACTICES IN ELEMENTARY SCHOOL: STRATEGIES FOR LITERACY DEVELOPMENT

Abstract

The study of this article seeks to analyze the reading practices developed with elementary school students in public schools in Brazil. It will pay attention to the types of textual typologies used as an approach and incentive to reading. It will analyze the main points of difficulty students encounter when developing/practicing reading. The research in this work investigates how this gap impacts students' self-esteem, motivation and academic performance at school. From this point of view, one of the possible reasons for academic delay is justified by socioeconomic issues, lack of support from the family and public authorities that do not develop actions that contribute to the academic success of students, offering pedagogical resources (pedagogical material and appropriate space for develop educational practices) and training for teachers (educators also need to mobilize more, seeking methodological proposals “as intervention practices” that sharpen the desire to learn through each of their students), seeking to improve self-esteem, as it will offer more equitable education, thus stimulating confidence and enriching knowledge, providing quality teaching.