Desafios no desenvolvimento em leitura nos anos finais do ensino fundamental de uma escola estadual de Minas Gerais

Abstract

This work developed in the Professional Master's Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policies and Evaluation of Education of the Federal University of Juiz de Fora (CAED/UFJF), analyzes E.E. Construindo Saberes, which receives a significant portion of 6th-grade Elementary School (EF) students with low reading proficiency, according to external assessments. Despite efforts, the school fails to improve it in the final years of EF, motivating the guiding question: what pedagogical actions can be developed by the institution under study, the object of our research, in order to enhance reading performance and expand learning for students in the final years of EF? The general objective is to understand what pedagogical actions can be developed by the school institution in order to elevate reading performance and expand learning for students in the final years of EF, which breaks down into the specific objectives: (i) describe the context of low reading performance among students in the final years of EF at E.E. Construindo Saberes; (ii) analyze the causes of low reading performance among students in the final years of EF at E.E. Construindo Saberes; (iii) propose actions aimed at improving reading performance, in order to enhance reading proficiency, making it a meaningful and continuous activity. Anchored in theories of literacy, literacies, reading practices, and continuing education, with contributions from Magda Soares (2003, 2004), Angela B. Kleiman (2008, 2014), Roxane Rojo (2010), Tardif (2002), Street (2014), Morais (1995), Lemle (2011), Pimenta (2001), and Zeichner (2008). Adopting a qualitative research approach, it uses data from external and internal assessments, as well as structured interviews with the school principal and EEBs, and semi-structured interviews with Portuguese teachers and PEUB. The research reveals multifactorial causes: fragmented pedagogical practices, lack of continuing education, and underutilized library infrastructure, resulting in an Educational Action Plan with interventions in continuing education in literacy and literacies, continuous monitoring of reading proficiency through diagnostic assessments, and a collective reading project, aimed at elevating reading performance.