READING PRACTICE, A NECESSARY DIALOGUE FOR PRIMARY SCHOOLS: REALITIES AND CHALLENGES

Abstract

The aim of this article is to discuss the practice of reading, taking as a starting point the realities and challenges that elementary school students face during the teaching process. It also reflects on the role that reading plays in the construction, strengthening and cognitive development of the individual. In turn, the practice of reading is consolidated through the teaching-learning process, the formation of imagination, creativity, linguistic expansion and understanding of the world. In this approach, the minimum acceptable is the process of reading, understanding and interpreting. The methodological approach is based on a bibliographical study with a qualitative approach. The research points out that it is essential for all students to be able to read, understand, interpret and produce texts if they are to have the necessary dialog to build and expand new reading practices. In line with this, we know that there are countless benefits to be gained from giving full importance to the role of reading on the school floor. However, to engage in dialog about this is to develop new skills for citizen education with reading quality. It can therefore be concluded that, in general terms, there must be a need for a more appropriate attitude on the school floor so that reading is always directed towards a reflective reading context that includes a reading of practice in all senses, while when entering the classroom, the teacher stimulates and encourages this practice as an act of the teaching process as a whole and for all, namely: students in Elementary School I - (1st to 5th grade).