Resumo

MARESTONE, Adrielly Rocateli  e  FRANCO, Sandra Aparecida Pires. A didactic proposal for literary reading practices in the Early Years: in light of the Theory of Study Activity. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2024, vol.8, e2024-44.  Epub 05-Jul-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv8.e2024-44.

This paper presents an excerpt from a PhD research project in Education linked to the Postgraduate Program in Education at the State University of Londrina. The general aim of the proposal is to provide support for rethinking the introduction of changes in the school context and to think about study activities in pedagogical practices of literary reading that are committed to improving the teaching and learning process and to training readers. The research problem considered was: How does the Study Activity Theory, through a didactic proposal, contribute to literary reading practices in the Early Years of Primary School? Qualitative data treatment was adopted, based on Historical-Dialectical Materialism and Historical-Cultural Theory. The findings showed that it is essential for teachers to be familiar with the Theory of Study Activity and recognize the possibility of organizing their lesson plans, based on dialogue, so that student participation is included in the decision-making necessary to conduct classroom activities.

Palavras-chave : Study Activity Theory; Literary reading practices; Early Years of Elementary School.

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