As dificuldades na formação do hábito de leitura em alunos do ensino médio: Contradições resultantes do analfabetismo funcional

Abstract

It was an interest in this research to demonstrate the importance that reading plays in the integral formation of the student. In order to do so, we discuss the challenges faced to stimulate the taste for reading in high school students, turning them into critical and reflective subjects due to the fragility of reading and writing teaching practices present in the Initial and Final grades of Elementary School. As a methodological approach to research, we executed a bibliographical study such as literature review that took as the analysis and discussion of works that address the issue such as those of Alonso (2003), Antunes (2003), Bagno et al (2007), Barbosa 2010), Cavazotti (2005), Ferreiro (1985), Fiorin (2007), Freire (1989), Garcia (2013), Gadotti (2003, 2004), Kato Silva (2010), among others. In the light of the analyzed studies, it was possible to understand that the fragile reading and writing practices end up producing an increasing number of functional illiterate students, so when students enter High School, these subjects do not show a taste for reading, nor do they present metacognitive competences indispensable for their citizen training. We also understand that teaching reading in contemporaneity is a task that must happen, coupled with the demands of postmodern society whose main brand is to be grafocentric, requiring the subjects numerous reading skills to participate as a critical, reflective and creative subject.