A Reading as a factor of social and critical development of children

Abstract

This work has as its theme reading as a factor of social and critical development of the child and, therefore, it intends to reflect on the pedagogical practice of the teacher in the classroom before the teaching knowledge presenting suggestions for improving the teaching process. The research aimed to investigate teaching practice, identifying the factors that most interfere in the process of pedagogical use of reading in the early grades of elementary school, making recommendations aimed at improving the habit of reading and, consequently, in the teaching and learning process. Regarding the objectives, the research was classified as exploratory, explanatory and descriptive, since it is intended to investigate the child's social and critical development. Concepts and concepts related to reading in the early years of elementary school were also defined as a pedagogical tool. The research has a deductive nature starting from theories, laws and concepts for more general conclusions. The main authors consulted for the theoretical basis of this work were Coelho (2000), Freire (1997) and Pimenta (1999) who observed which teaching knowledge is necessary to use reading as a pedagogical tool in the development process of children in the early years of teaching fundamental. In the end, it is concluded that reading contributes significantly to the cognitive development of children in this age group, mainly because it is established, in most cases, as the child's first contact with the literate world, his words, orality and imagination.

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