Formation of critical readers in the first three years of elementary education

Abstract

The theme of this article arose from the impact caused by contact with the classroom during the pedagogy course and has as its theme the training of critical readers in the first three years of elementary school. It is problematic to understand how the process of training critical readers occurs during the literacy period, knowing that the training of this student as a critical reader is of fundamental importance for his life in society. Regarding the objectives, the research was classified as exploratory, descriptive and explanatory, of a deductive nature, which has a qualitative approach. It aims to investigate the formation of critical readers aged 6 to 8 years and to identify the factors that influence the difficulties of this formation. To support the monographic work, a bibliographical research was carried out with Albuquerque (2007), Antunes (2001), Soares (2005, 2015), Founi (2002), where it was found that the teaching work for reading literacy includes many aspects ranging from from teacher training to pedagogical structures and strategies. Thus, existing concepts, concepts and theories were defined to confront the already defined problem.

(Imagem de Sasin Tipchai por Pixabay)