Práticas pedagógicas no ensino de leitura nas séries iniciais

Abstract

The research presented here, performed in a municipal school in the state of São Paulo, had as investigation target the work of an active teacher in the initial grades of elementary school I, considered as a teacher of success in teaching reading. As a cultural capital, the reading, in the current 'grafocêntrica' society, becomes ever more selection and domination object; therefore, there is much discussion about its importance. It is assumed that the man is an active subject in the process of knowledge construction, which occurs through its action on the object, which is always mediated by cultural agents, which include people. This way, it is crucial, to the constitution of the individual, the interaction with the "other." Therefore, subsidized of Leite (2011) assumptions, through studies under his supervision, the group fondly called " Group of Affect", it was sought on a pedagogical practice in teaching reading considered successful (once besides transmitting the content, provides an affectively positive approach the subject with the object of knowledge), characterize these practices and identify mediating agents of the teacher constitution process that proposes. Qualitative origin, the research is anchored in the approach of the historical-cultural psychology, through Vygotskians assumptions of human development. Data were collected through video recorded observations and registered in a field diary, besides autoscopy sessions, realized with the teacher. The results indicate the crucial role of affectivity, through the family, the constitution of the teacher as subject reader. Similarly show the relevance of the course of Teaching (over Graduation) in the teacher constitution process; Besides that reveal an isolated work in the school context in which is part; Therefore, can be evidence the affectively positive relationship that the teacher through their teaching practices, established between the students and reading, highlighting the importance of the teacher -reader in the formation of readers students.

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