A leitura como fator determinante para o desenvolvimento cognitivo dos alunos do Ensino Fundamental e escola governadora Roseana Sarney

Abstract

The purpose of this monograph was to analyze reflective reading as a determinant factor for the cognitive development of elementary students I, verifying the social importance of reading for the biopsychosocial development of the individual. The subjectivity of the child is built up in the relations of exchange with the family and / or family group, relatives, friends and neighbors from the first days of life, which are reflected in the school environment. In this way the reading adds up to the intellectual development of the individual and acts in the moral formation of the students, adding to the full development of the citizen. The acquisition of reading is a dynamic process that requires significant practices of abstraction of several aspects: auditory, visual and synesthetic, therefore, the goal of the individual's cognitive development. The school is therefore the place where the child will form his life project, and the quality of teaching is the necessary condition for this integral formation (intellectual / moral). Today for many social, intellectual and cultural reasons, many parents fail to participate in the school life of their children. Hence the lack of support in reading practices can be a barrier to the full development of learners' learning. In this way, the importance of the subject is perceived as possibilities of greater awareness of parents in the school life of their children. The pleasure of reading is created from stimuli, and the way in which we work collaborates a lot to create a generation that is accustomed to reading and with a much broader and more meaningful language, being part of a society where it can participate and argue, showing the strength of the word when you have reading and knowledge.