A FORMAÇÃO LEITORA NOS ANOS FINAIS DA SEGUNDA FASE DO ENSINO FUNDAMENTAL

Abstract

This research stems from the concern that, although studies and reflections on the development of reading skills and strategies in Portuguese Language classes are recurrent in Brazilian academic and school contexts, the results of internal and external assessments show that, in Brazil, the reading level of students in public state and municipal schools still falls below the expected average. The teacher’s work in the classroom is essential for reading instruction, as it is the teacher who establishes the connection between the student and knowledge. Therefore, this study aims to investigate the methodologies and practices used by Portuguese Language teachers to develop reading proficiency among students in the 8th and 9th grades of lower secondary education (Ensino Fundamental II) in a state public school located on the outskirts of Pires do Rio, Goiás. The methodology adopted was field research, with an exploratory, documentary, and bibliographic character, and a qualitative approach. The theoretical framework is based on the contributions of Ferrarezi and Carvalho (2017), Freire (2012, 2015), Gardner (1983), Geraldi (2011), Gimeno (2008), Kleiman (2000), Kleiman and Moraes (2008), Solé (1998), Silva (2005), Lajolo (2006), Rangel and Rojo (2010), and Vasconcelos (2012), among others who revisit the theme of reading. The results indicated the coexistence of traditional methodologies, actions, and resources, alongside the inevitable need to incorporate new approaches proposed by the foundational documents of Brazilian basic education and the Expanded Curricular Document for Goiás (DC-GO). In this context, the development of an Educational Product — a Pedagogical Notebook — stands out as a strategy to support teachers’ planning and to strengthen innovative practices aimed at fostering reading proficiency among students in the 8th and 9th grades of lower secondary education.