Defasagem da leitura no ensino fundamental I: percepções docentes e implicações pedagógicas

Abstract

This study aimed to understand the perceptions of 5th grade elementary school teachers regarding reading deficiencies and their pedagogical implications. The qualitative research was conducted through semi-structured interviews with five teachers from a public municipal school in Paraíba, Brazil. The results show that, despite the progress achieved, a considerable number of students have not reached the expected level of reading fluency for this stage of schooling. According to the teachers, the main difficulties are related to text comprehension, low reading speed, lack of family support, and student demotivation. The pedagogical professionals also pointed out large class sizes, methodologies focused solely on decoding, and assessment pressures as contributing factors to these deficiencies. Effective strategies mentioned include reading projects, individualized student support, playful activities, and the use of digital resources. Reading deficiencies result from a combination of cognitive, social, and institutional factors, thus requiring public policies, continuous teacher training, and diversified pedagogical practices that value reading as a social and enjoyable activity.