Leitura partilhada e estratégias de compreensão de texto em Educação Infantil
DOI:
https://doi.org/10.35362/rie7109Palavras-chave:
leitura partilhada; livros grandes; compreensão da leitura; estratégias.Resumo
Hoje em dia, a leitura de contos é uma prática habitual nas salas de aula de Educação Infantil. Quase diariamente, as crianças sentam-se na zona destinada à biblioteca da sala e usufruem escutando as narrações que a sua educadora lê em voz alta. Não restam dúvidas de que esta atividade contribui para que os aprendizes desenvolvam o gosto pela leitura e se familiarizem com a língua escrita, mas até que ponto se tira partido desta situação para que as crianças aprendam a ser leitores ativos e estratégicos? Convencidas de que é possível obter muito mais rendimento desta agradável rotina, neste trabalho mostramos como a leitura de contos se pode transformar numa oportunidade para ensinar estratégias de leitura e, portanto, para desenvolver, a partir de uma idade precoce, as capacidades de compreensão da leitura. Para tal, após delimitar um quadro conceptual, propomos uma sequência didática de leitura partilhada e dialógica, e ilustramo-la com exemplos de uma implementação levada a cabo numa sala de aula com crianças de 4 e 5 anos.
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