WHAT FITS IN A BOOK?: BUILDING READING COMPETENCE IN A 3RD GRADE ELEMENTARY SCHOOL CLASS

a construção da competência leitora em uma turma de 3º ano do ensino fundamental

Abstract

Abstract: This article analyzes a pedagogical intervention carried out in a 3rd-grade class of Elementary School, with the objective of promoting the development of reading comprehension and children's authorship through literary reading practices, collective dialogue, and text production. The research is characterized as qualitative, of an interventional nature, based on the theoretical contributions of Solé (1998), Freire (2006), Vygotsky, Ferreiro (2018), Grossi (2011), Wallon (2007), Saviani (2008), and Soares (2021), who conceive of reading as a social practice, mediated and formative of critical subjects. The intervention was organized in three stages: shared reading of the work “What Fits in a Book?”, a discussion circle to discuss interpretations, and the production of drawings and original texts. Data were collected through participant observation, field diary, and analysis of student productions. The results show progress in reading comprehension strategies, strengthening of oral skills, and significant evidence of authorship, confirming that mediated and dialogical practices favor the consolidation of literacy articulated with reading comprehension. It is concluded that intentional work with literature in the 3rd grade contributes to the formation of critical, autonomous, and socially participative readers.