Leitura nos anos iniciais do Ensino Fundamental e seus reflexos na trajetória Acadêmica

Abstract

In this article, we present a study on reader development in the early years of elementary school. Our academic focus here focuses more specifically on reading difficulties, since the condition of reading is the foundation of our development throughout our careers, both in basic education and higher education. We also discuss gaps in schools and the guidelines of the National Common Curricular Base (BNCC) on the topic, contextualizing them with the narratives of the interviewees. We address the impact of reading difficulties in the classroom at the Amazonas State University in the Pedagogy program. In this study, we undertook bibliographic research, drawing on the studies of Angela B. Kleiman (1995), Maria de Lourdes Meirelles Matencio (1994), Bryan Street (1984), among others. We also conducted field research, formalized through interviews, to gather the opinions of students in the 1st, 5th, and 9th semesters of the Pedagogy Degree program. The results of this research allowed us to identify the main difficulties students face in writing and reading scientific papers, as they experience them in their daily academic lives. Therefore, to develop reading as a fundamental practice in the development of critical citizens, we highlighted the need to begin this process at the school level with pedagogical objectives and practices focused on reading and writing.