O papel do professor na formação do aluno leitor : uma questão de letramento escolar

Abstract

The teacher complies with an important social role that is include the students in several practices of literacies who are present in our society, considering the practicing of reading is a social activities that we usually do in different contexts to different purpose (Kleiman, 1995) . Therefore, the general objective of this work is investigate the role of professor of language Portuguese as an agent of literacy long the construction of readings habits of students in elementary school. More specifically, sought to understanding the behaviors faced by teachers in reading teaching; identify the strategies used by the teachers for the formation of proficient reader; underscore the importance of reading to the skills development and linguistic-discursive competence. With regarding, the authors who supporting this study are: Kleiman (1995, 2007, 2016), Ferrarezi and Carvalho (2017), Zilberman (2006, 2007, 2009), Paulino and Cosson (2009), Freire (2000, 1999, 2011), Dalvi (2013), etc. This research is applied nature, approach qualitative, bibliographic and field research. About the data collection and the data generation, this one was made through a questionnaire produced on google forms and was applied to twenty educators of language Portuguese whose work in the second phase of elementary school. About the period of date generation this one was during the first half of 2021. In this sense, the results shower the faced with different types of challenges, teachers continue to invest in the insertion of students in significant social practices for teaching reading. Although there are many positives points, they indicated the lack of support and school incentives of the school management, in addition the lack of readings incentives programs, as adequate spaces (libraries), materials and even support from the students' families. Therefore, we can gather that alone the teacher can not do the role of all society, in the concerning of formation the new readers. The learnings is continuous, but it is not solitary, there must be an cooperation, both inside of the school and in the students family life, but not as a way to facilitate the work of the teacher, but as a support and recognition of the social role of their professional practice.