Dificuldade de compreensão de leitura de alunos do 4º e 5º anos do ensino fundamental: estudo realizado na cidade de Caicó/RN
This article aims to analyze the current learning situation in relation to the levels of textual understanding (literal, inferential and critical) of students in the 4th and 5th years of Elementary School at two public schools in the city of Caicó/RN. . Based on authors such as Santos (2008), Sil...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/56496 |
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| Resumo: | This article aims to analyze the current learning situation in relation to the levels of
textual understanding (literal, inferential and critical) of students in the 4th and 5th
years of Elementary School at two public schools in the city of Caicó/RN. . Based on
authors such as Santos (2008), Silva (2016), Souza and Maluf (2021), we can
understand that comprehension at a literal level refers to the ability to locate explicit
information present in the text; at the inferential level, the reader must interpret the
elements that are implicit in the text; and understanding at a critical level concerns the
ability to form judgments and opinions about what was presented in the text. The
purpose of the study was to highlight the educational reality experienced daily by the
population of Caicó, and to verify the situation of reading comprehension among
students at a municipal school in Caicó/RN. Forty 4th year students and fifteen 5th
year students participated in the study with the aim of evaluating reading levels with
comprehension at different levels. Interviews were also carried out with the Municipal Coordinator of Elementary Education in the city of Caicó/RN and four teachers from
the public education network. As a result, it was possible to verify that there is
insufficient learning on the part of students in the 4th and 5th years in terms of reading
with understanding and that there are no educational programs being implemented to
make up for this gap in teaching. |
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