Desenvolvimento da fluência leitora: material didático para o 2º ano do Ensino Fundamental - anos iniciais

Abstract

This dissertation proposes to investigate and develop didactic material focused on improving reading fluency in 2nd-grade students of the initial years of Elementary School. This objective arises in response to an educational context in which the results of assessments, both national (SAEB) and international (PISA), have evidenced significant challenges regarding the reading skills of Brazilian students, especially in the early years of elementary education. Reading fluency, understood as the ability to read with accuracy, speed, and expressiveness, is recognized as a fundamental pillar for success in literacy and for the development of a fruitful academic trajectory. The absence or insufficiency of this skill can compromise textual comprehension and, consequently, learning in various areas of knowledge. Given this scenario, the dissertation is justified by the need to offer educators a pedagogical resource that assists in the development of reading fluency in a structured and effective manner. It is believed that the lack of specific didactic materials for this purpose in the 2nd grade of Elementary School motivates the search for solutions that can contribute to teaching practice. To achieve its general objective, the research establishes some specific objectives. Firstly, it seeks to identify the different reader profiles present in a 2nd-grade classroom, recognizing that each student has their own particularities, rhythms, and needs in the reading learning process. Subsequently, it proposes the elaboration of diverse textual strategies that are appropriate to these different profiles, aiming to meet the specific demands of each group of students. Finally, it aims to create a set of interactive and progressive activities that provide fluent reading practice in an engaging way and allow for the monitoring of students' development throughout the process. The present dissertation organizes the study into four main sections. The first section of an introductory nature presents the context, justification, objectives, and structure of the research. The second section is dedicated to the theoretical framework, in which relevant concepts and theoretical references for the topic are discussed, including authors such as: Scliar-Cabral (1989), Solé (1998), Cagliari (1999), Capovilla (2000), Coelho (2000), Ferreiro (2003), Lerner (2007), Gomes (2009), Adler Doren (2010), Alves (2012), Zorzi (2018), PCN (1997); BNCC (2018), PNA (2019). Also, in this section is presented the analysis of official documents that guide the teaching of reading in Brazil such as the BNCC (2018), the PCN (1997), and the PNA (2019), the presentation of reading assessment data, the discussion on the importance of reading in the learning process, the exploration of different reading levels, the characterization of reader profiles, and the in-depth study of the concept of reading fluency. The third section describes the developed didactic material, detailing its characteristics, organization, and the pedagogical strategies that underpin it, based on the reader profiles identified by CAEd (2023). Finally, the fourth section presents the final considerations of the research, in which the main findings are revisited, the relevance of reading fluency in the educational context is reinforced, and the contribution of the didactic material to teaching practice is highlighted.