A formação do leitor nos anos iniciais do ensino fundamental: desafios à gestão pedagógica em uma escola pública mineira

Abstract

This dissertation, developed within the Professional Master’s Program in Public Education Management and Evaluation (PPGP), linked to the Center for Public Policies and Educational Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF), It investigates the challenge faced by the management of a public school in Minas Gerais regarding the development of reading skills among students in the early years of elementary education. The starting point of this study was the observation, based on external assessment results and internal school documents, that students from the 1st to the 5th grades do not achieve the expected reading proficiency levels established for the end of the initial cycle. This situation reveals significant learning gaps and calls for effective actions from pedagogical management to ensure the full development of this competence. In light of this context, the guiding question is: how can pedagogical management, through collective effort, develop effective actions to address the challenge of forming readers in the early years of elementary education? The relevance of this research lies in the fundamental role of reading for academic success, the expansion of cultural and social repertoire, and the formation of critical, conscious citizens capable of actively participating in contemporary society. The general objective is To propose essential pedagogical strategies to promote the development of reading skills in the early years of elementary education. To achieve this, three specific objectives were defined: (1) To describe the educational context and the evidence that highlights the challenges related to the development of reading practices among students in the early years of elementary education; (2) to analyze the factors that influence students’ reading difficulties in the early grades, using field research and theoretical foundations to support the management study; (3) To propose an intervention plan aimed at promoting teamwork to address the challenges associated with developing reading proficiency in the early years of elementary education. The research adopts a qualitative methodological approach, combining the analysis of low-proficiency reading skills identified in external assessments with interviews conducted with teachers from the 1st to the 5th grades. The theoretical framework is based on contributions from Angelo and Menegassi (2022), Botelho (2017), Cafiero (2005), Girotto and Souza (2010), Freire (1989), Kleiman (2007), Teberosky and Colomer (2003), Walty (2003), Soares (1999; 2022), Cosson (2006), Damiani et al. (2013), Luckesi (2008), Máximo et al. (2021), and the authors of the Manual of Linguistics: Costa (2011), Kenedy (2011), Martelotta and Palomanes (2011), Leitão (2011), and Cezario and Martelotta (2011). Based on the findings, an Educational Action Plan (PAE) was developed to address the challenges related to reading development, structured around four main axes: (1) collective pedagogical planning; (2) integration of assessment data into pedagogical practices; (3) overcoming literacy and reading gaps; and (4) valuing the act of reading.