Práticas pedagógicas inovadoras para o ensino da leitura no 6º ano: desafios e possibilidades na era digital

Abstract

This study, entitled Innovative Pedagogical Practices for Teaching Reading in the 6th Grade: Challenges and Possibilities in the Digital Era, investigates how innovative methodologies can contribute to the development of reading skills among 6th-grade students in elementary education. The research seeks to answer the following question: How do innovative pedagogical practices, such as gamification, blended learning, and the use of digital technologies, impact students' learning and engagement in reading? The justification for this study lies in the need to rethink traditional methodologies, which often fail to capture students' interest and result in reading comprehension difficulties. To address this issue, a qualitative and bibliographical approach was adopted, based on the analysis of books, scientific articles, and official documents. The theoretical framework is grounded in authors such as Freire (1996), who highlights critical reading as an act of reflection and social transformation, and Kleiman (2008), who emphasizes the relationship between reading and citizenship. Additionally, the study explores innovative strategies based on Solé's (1992) contributions regarding the interaction between reader and text. The results indicate that active methodologies, combined with digital technologies, not only stimulate students' interest in reading but also promote more meaningful and reflective learning, contributing to their holistic development.