Estratégias e metodologias ativas de leitura: desenvolvimento da compreensão leitora no ensino de língua portuguesa

Abstract

In Brazil, reading rates are still low, according to data revealed by PIRLS (2023), which showed that our students have serious difficulties in reading comprehension. The objective of this research was to analyze how reading strategies and active methodologies can contribute to the development of reading comprehension, based on an investigation of scientific articles and theoretical works that have proven effective and efficient in guiding reading comprehension through the integration of chosen resources. The study is based on authors such as Solé (2014), Colomer and Camps (2002), Diesel, Martins and Rehfeldt (2017), Bacich and Moran (2018), and Mendes (2023), whose contributions highlight the teacher as a mediator in the teaching and learning process and the student's protagonism in the construction of knowledge. The analyses show that active methodologies favor the application of reading strategies before, during, and after reading, stimulating the autonomy so desired in Solé's text (2014). It was found that the use of these approaches contributes to the development of reading skills. However, the need to expand teacher training and pedagogical planning to ensure the effectiveness of these practices is highlighted. It is concluded that the articulation between active methodologies and reading strategies constitutes a promising path to improve the teaching of the Portuguese language and promote the formation of critical and autonomous readers.