A guided practice of literary reading in the early years of elementary school

Abstract

This article discusses a set of meetings in the classroom, related to the teaching-learning process of the literary reading experience with a class of the 3rd year of elementary school at Escola Municipal Cícero

Virgíneo, located in the city of Campina Grande/PB. We analyze and discuss, in this work, the limits and scope experienced in the extension project "The Teaching of Reading of Textual Genres in the Literacy Cycle in Campina Grande/PB" PROBEX/UEPB 2017-2018 related to the formation of the literature reader in the early years of elementary school. For this article, classes referring to the literary genres such as poetry and children's tale were chosen, since, throughout the entire extension, many textual genres were used. For the development of activities carried out in the classroom, we took as a basis the basic sequence proposed by Cosson (2006) composed of four steps, namely: motivation, introduction, reading, and interpretation. We used two poems written by Souza (2016, 2018) in the classes. As the main result, a considerable evolution was observed concerning the reading and interpretation of texts. In conclusion, there was an explanation on how to improve in the next works about literary reading and the didactic sequences in the pedagogical activities in the classroom.