Formação do leitor crítico a partir da prática de leitura em sala de aula

Abstract

This work is a memorial of academic training started with the author's self-research about her classroom practices. It is in the line of pedagogical research and outlines reflections on the basic and academic training of the researcher teacher as well as the experiences already accumulated by her in her professional life. The purpose of this study is to reflect on the importance of reading in the classroom for the formation of critical readers in the final grades of Elementary School. The main objective of the proposal is the production of a notebook of didactic-pedagogical activities that aims to support the practice of critical-reflective reading in the classroom in order to help in the development of students' criticality and, in this way, combat the spread of fake news. Combating the spread of fake news was chosen as a contribution to the development of reading practices as it directly and daily influences the lives of students in contemporary times. The study of the subject is based on the conceptions of social literacies discussed by Soares (2003) and Street (2014) and on the theory of multiliteracies based on the contributions of Rojo (2012). The theoretical foundation of reading practices in the classroom is based on Kleiman (2016), Smith (1989), Antunes (2009) and Orlandi (2012). Discussions on the unveiling of lies disseminated through fake news are based on Barros (2020), Barbosa (2019) and Charaudeau (2016). This research has as a product a notebook of activities which were fundamentally elaborated from the contributions of Kleiman (2016), Koch and Elias (2021) and Moura and Rojo (2012).