THE READING APPROACH, IN THE TEACHER’S PEDAGOGICAL PRACTICE, AS AN INTERVENTION INSTRUMENT FOR THE DEVELOPMENT OF THE STUDENT´S READING AUTONOMY

Abstract

This article is part of research in the classroom motivated by the observation of the problem of difficulty in understanding and interpreting texts, noticed in students of Elementary School II.. Reading autonomously is a distant task from the practice of some students. Then, the question arose: “What pedagogical practices of the teacher can favor the formation of the autonomous reader?”, for which we raise the hypothesis that, by carrying out activities aimed at teaching reading, the student can build and develop his reading autonomy. The theoretical basis for the study about the approached involved concepts about education aimed at the development of the student's reading autonomy and for the understanding of the teacher's role, as mediator of this process (Lerner [2002]), reading - biological and cognitive aspects - (Dehaene [2012], Kleiman [2011] and Solé [1998]), and literacy (Cagliari [2004], Brazilian [2014], Freire [2011] and Soares [1998]). Based on this study, we consider the reading approach, in the teacher's pedagogical practice, as a possible intervention instrument to develop the student's reading autonomy.