Estudo sobre abordagens diferenciadas para o desenvolvimento da compreensão textual no ensino fundamental I: revisando o campo

Abstract

This article aims to analyze Brazilian academic literature regarding reading approaches and strategies focused on developing text comprehension during the early years of elementary education, based on a qualitative bibliographic review. The study draws upon authors who have shaped the debate on literacy—specifically the distinction between basic literacy (*alfabetização*) and broader social literacy (*letramento*)—in the Brazilian context, notably Soares (2020), Kleiman (2013), Rojo (2012), and Freire (1987), as well as official documents such as the National Common Curricular Base (BNCC). The analysis reveals that reading comprehension is constructed through intentional teacher mediation, the explicit teaching of cognitive and metacognitive strategies, and the incorporation of pedagogical practices aligned with multiliteracies and digital literacy. The review's findings indicate that reading practices acknowledging the diversity of genres, languages, and media contribute significantly to fostering critical, autonomous, and socially engaged readers, thereby reinforcing the teacher's role as a mediator in the process of meaning-making.