ANALYSIS OF SIGNIFICANT READING IN THE 5TH YEAR OF ELEMENTARY SCHOOL, IN THE REALISTIC VIEW

Abstract

Currently, in Brazil, we are faced with a very important issue when it comes to education, it is noted that countless children and adolescents aged between 9 and 13 years old still do not read, but are duly enrolled in regular schools and more precisely in the fifth year of elementary school, another considerable portion of these students even knowing how to read do not understand what they read because they do not have a significant reading,  Their vocabulary is lacking in words due to lack of reading. Therefore, it is necessary for teachers to understand literacy and literacy and thus develop their pedagogical practice autonomously, with a view to significant literacy. This text is the result of a field research, which aimed to warn about the great gap that only grows every year in our public schools, because as it was proven in this research, private education does not face these problems in reading and interpreting students' texts, with this we see that we need to seek solutions to improve our public education,  and where we can insert new teaching methodologies and evaluate why we are not successful. Thus concluding that there is still time to reverse this situation and thus, together with the entire public student community, increase these indices of education development, which is so much discussed in the school routine.