A prática de leitura no 5° ano do Ensino Fundamental I: desafios e estratégias para a formação de leitores críticos no contexto digital

Abstract

Reading is a fundamental pillar for students’ academic and personal development. However, in the current digital context, many 5th grade elementary school students face difficulties in reading comprehension. The increasing digitalization of everyday life requires new pedagogical strategies for the formation of critical and engaged readers. This study investigated how reading practices in the 5th grade of elementary school can be adapted to cultivate critical readers in the digital scenario, identifying the challenges and opportunities provided by Digital Information and Communication Technologies (DICTs). The research adopted a qualitative approach, having as its locus a public municipal school in the city of Macapá-AP. Classroom observations, semi-structured interviews with the teacher and five students, and a pedagogical intervention that included the creation of a literary blog were carried out. An assessment of the quality of pedagogical practice with the students initially interviewed was also carried out. Data analysis, based on the S.C.A.D. model, was performed. (Subjective, Contextual, Analytical and Discursive), revealed that the intervention increased students' engagement with reading. However, it also highlighted challenges, such as the lack of technological infrastructure and the need for ongoing training for teachers. The experience with the literary blog proved to be an effective tool in promoting critical and collaborative reading. It is concluded that the balanced integration between traditional practices and digital resources, with the teacher acting as a mediator, is essential for the formation of critical readers in the digital age.