Resumo

FURTADO, Juceni Medeiros  e  OSTI, Andreia. Reading proposals in classroom by Elementary School teachers. Educ. Teoria Prática [online]. 2023, vol.33, n.66, e20.  Epub 31-Dez-2023. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v33.n.66.s17027.

Reading is relevant to the formation of the person, due to the meaning constructed through it, bringing significance to that person’s own existence. This research sought to investigate how two teachers of 3 rd grade of Elementary School propose reading activities in the classroom with regard to their content: establishing relation between texts, inferring the meaning of words and expressions, appreciating literary texts, realizing the cause-consequence relationship, understanding the theme, perceiving dialogues, identifying production situations, social function, genre characteristics and the linguistic marks that compose it. The research, of a qualitative nature, was based on the results of the large-scale assessments applied to Brazilian students such as Prova Brasil and ANA (Avaliação Nacional de Alfabetização – National Literacy Assessment), which revealed the discrepant result on reading proficiency in the two investigated schools. One of the schools had an adequate reading level, with 88% of the students showing a better performance while the other had 47% of its students showing a lower performance. External evaluations were used as an indicator for analysis that showed the students' difficulties in the reading proficiency process as well as indicated the growth in the performance of a group of students due to the different pedagogical practices assumed by the teacher. The results revealed the relevance of a meaningful reading project for students in which the teacher promotes the involvement of learners in a planned, engaging class, with texts articulated with the interests and the realities of the students.

Palavras-chave : Reading; Evaluation; Elementary School.

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