PEDAGOGICAL INTERVENTION AND THE FORMATION OF READERS IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Abstract

 Reading proficiency in the early years of Elementary Education is an essential element for students’ cognitive, social, and educational development. This study analyzes the most favorable moments and contexts for pedagogical intervention in the process of reader formation, considering the importance of teacher mediation and reading encouragement practices within the school environment. The research is characterized as a qualitative bibliographic study based on the analysis of scientific productions, educational documents, and theoretical references related to literacy, reading development, and reader formation. Academic contributions concerning pedagogical practices in the early years of Elementary Education were examined, with emphasis on the National Common Curricular Base (BNCC) and studies on reading mediation. The results indicate that pedagogical interventions carried out from the beginning of schooling significantly contribute to the development of reading fluency, text comprehension, and students’ intellectual autonomy. It was also observed that literacy-rich environments, associated with teacher mediation and encouragement of literature, favor the consolidation of permanent reading practices. The study concludes that reader formation requires continuous, contextualized, and humanized pedagogical actions capable of integrating cognitive, affective, and sociocultural dimensions into the reading learning process.