THE CHALLENGES FACED BY TEACHERS IN THE FINAL YEARS OF ELEMENTARY SCHOOL IN DEVELOPING CRITICAL AND REFLECTIVE READERS WITHIN THE SCHOOL ENVIRONMENT

Abstract

This research aims to investigate the importance of critical and reflective reading in the school context of the final years of Elementary Education, identifying how reading can assist students in the teaching and learning process. It also examines teachers’ strategies and appropriate methodologies for developing reading skills with the goal of forming critical and reflective individuals, as well as analyzing the teaching resources used by teachers. The research uses a descriptive qualitative approach and involves two teachers, referred to as P1 and P2. The municipal school is located in the city of Cortês. This study is based on Silva and Silva (2020), Vilela (2017), and Silva (2018). The results reveal that reading contributes to the teaching and learning process, demonstrating its importance in student development by promoting autonomy and creating a dynamic and participatory environment. They also highlight the use of teaching resources as facilitators of learning, showing the connection between theory and practice, which must go hand in hand. The conclusion indicates that reading is a key skill in building knowledge and forming critical and reflective individuals. Teachers need to develop strategies that allow students to engage in continuous and meaningful learning.