Formação do leitor contemporâneo: possibilidades e estratégias de leitura aos anos iniciais do ensino fundamental

Abstract

The present study aims to identify reading strategies that assist in the promotion of training of the contemporary reader in the early years of elementary school and to make this process pleasant, fun and engaging in new readings. It has a qualitative approach and is characterized by the method bibliographic research. To support the discussions about the process of training the reader contemporary, description and presentation of the types of readers and their respective reading practices and reading strategies that help in the formation of the contemporary reader, Lajolo's studies were used (2008), Rösing (2010, 2017), Santaella (2007; 2013), Zilberman (1982). As a final consideration we have that the educator must consider the types of readers, the different ways of reading that exist, the tools he has and the characteristics of the class that is in the process of formation, to then use different strategies, so that assist you in training the contemporary reader in a pleasant, playful and engaging way.