O processo de ensino-aprendizagem da leitura do Ensino Fundamental I

Abstract

This study aims to reflect on the process of teaching and learning of reading, whose research interest arose from the recent research analysis on the language skills developed in students of elementary school I. The aim is to relate the teaching-learning process readingto the theory of "meaningful learning" of Ausubel, as a potentiating factor to be used in teaching practices for teaching and reading stimulus. With the general objective: To investigate how the theory of meaningful learning can contribute to the improvement of reading of students in elementary school I; and specifics: a) analyze what knowledge educators have about the theory of meaningful learning b) describe which aspects of the theory of meaningful learning are present in current pedagogical practices c) highlight how the theory of meaningful learning is applied to the teaching-learning of reading process. Thus, a qualitative, exploratory and field research were realized to reach the proposed goals and were used as data collection instruments: the systematic observation and semi-structured interview, which allowed realizing that educators do not use theory Ausubel to plan their classes because they have a superficial knowledge about the meaningful learning, however unconsciously some elements of theory as motivation and previous knowledge are present in speech and pedagogical practice, and contribute even in a little way depth to the development of reading.