O incentivo da leitura na infância: experimentações formativas em uma turma de 1º ano dos anos iniciais do ensino fundamental

Abstract

This study investigates how the encouragement of reading in childhood, through formative experiments carried out in a 1st year class of Elementary School, contributes to the integral development of students. The methodology used is qualitative, based on autobiographical narratives that reflect the pedagogical experiences of the regent teacher. The main objective is to analyze how the formative experiments carried out by the teacher, based on her practices of encouraging reading, influence the development of students in a class of the 1st year of Elementary School, based on her autobiographical narrative. The study seeks to identify the challenges faced and the possibilities of improving these practices, considering the school context and the experiences of the teacher herself. The research shows how the role of the educator is fundamental for the construction of a positive relationship with reading, reflecting on pedagogical practices and their implications for cognitive development and emotional of the children.