Resumo

DIESEL, Aline; MARTINS, Silvana Neumann  e  REHFELDT, Márcia Jussara Hepp. Teaching reading strategies in the classroom from the 5th and 8th years of elementary education. Rev. Exitus [online]. 2020, vol.10, e020088.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id1246.

Among other aspects, this study sought to know how reading strategies are explored in the classroom. To the investigation of qualitative nature, it was carried out through a semi-structured interview with two Portuguese language teachers of the 5th and 8th years of a Municipal Elementary Education school in Marques de Souza/RS. The theoretical framework was founded on Solé (1998), Kato (1985), among others. The results emphasized that the following didactic actions promote the reading teaching ‘reading hours’, storytelling, evaluation activities to verify the readings done and the literary square. Significant situations could be perceived within these practices such as the encouragement to formulate hypothesis and the inferences. However, these practices did not consider the teaching of metacognitive strategies because the majority of actions were unaware, that is, there were not a defined purpose.

Palavras-chave : Teaching reading strategies; Elementary Education; Pedagogical practice.

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