Processo de aquisição da leitura: Análise dos métodos usados para promover o diálogo entre família e professor durante o desenvolvimento da aquisição da prática da leitura dos alunos

Abstract

The central objective of this work is to analyze the methods used to encourage dialogue between the family and the teacher during the development of students' reading practice. The use of effective methods of promoting dialogue between family and teacher plays a key role in supporting the development of students' reading practice, providing a more integrated and personalized approach to education. Therefore, this study highlights the importance of collaboration between these two important agents in the educational training of students. By examining the available literature on the topic, this research highlights different approaches and strategies adopted to promote reading in the early stages of learning, in addition to exploring how the interaction between the family and the teacher can be a key part in the process of acquiring literacy. reading, positively influencing student engagement and progress. Based on bibliographical research, of a basic nature and descriptive objective, this research offers a critical view of existing methods, highlighting effective practices and identifying possible gaps that deserve greater attention. As a theoretical- methodological approach, studies by Silva (1992), Fernandes (2016), Freire (1987, 1992), Vygotsky (1997, 2000), Abromovich (1993), Felipouki (2006), Sousa (2017) among others were used. . In the end, this work presents understandings and recommendations based on the literature review, providing contributions to pedagogical practice and suggesting guidelines to strengthen the dialogue between family and teacher as a fundamental driver in the process of students' reading acquisition.