A andragogia e suas exigências no processo de ensino e aprendizagem da leitura

Abstract

This work presents a bibliographical research with a theoretical-conceptual and historical approach on andragogy, education and teaching to reading. It was motivated by the teaching of higher education with observations of the difficulties of reading, interpretation and comprehension of the texts studied. Faced with the questioning of how to overcome these difficulties of the student, we sought to study the profile of this group that is composed of young people and adults. Andragogy and Pedagogy complement each other in universityeducation work. To overcome difficulties in reading and interpreting young and adult students at university, theories about strategies of cognition and metacognition are extremely valid and useful. Identifying strategies for overcoming difficulties in reading and interpreting texts presented by students at university was one of the objectives of the study. We sought to know what motivates the adult to study and what metacognitive strategies can be used to encourage reading. As a theoretical basis, we sought the writings of Paulo Freire and other authors of books and articles, which are explained in the references.