As dificuldades na leitura e interpretação de texto em sala de aula

Abstract

This work analyzes the problems faced by students when reading and interpreting texts in the classroom, essential skills for professional and social development. Based on the assumption that factors such as applied methodology, lack of motivation and limited linguistic repertoire affect understanding, this study aims to identify the factors that hinder students' performance. In this sense, this work will present a bibliographical review of theorists such as Lajolo, Leffa, Solé and Kleiman, who discuss the importance of reading as a significant activity and the role of the teacher as an advertising assistant. It can be seen that the lack of common reading methods and the prevalence of lack of motivation indicate that there is a need for more playful and interactive methods that stimulate students' interest and also make reading a positive and active method. Among the methods are technological resources, debates and group discussions, diversification of textual genres, rereading and textual review, among other methods. The research proposes a critical and reflective approach, presenting pedagogical suggestions to improve students' motivation and understanding in relation to reading. The chapters of this study will discuss: the main problems of interpretation; the role of the teacher in this process; and innovative learning strategies to promote independent and interesting reading. Therefore, this study contributes to the development of teaching practices that emphasize text interpretation as a fundamental skill in the teaching-learning process.