O DESENVOLVIMENTO DE CAPACIDADES DE LEITURA NA CRIANÇA DO ENSINO PRIMÁRIO EM MOÇAMBIQUE: dificuldades de leitura no final do ciclo de aprendizagem e orientação para a formação de professores.

Abstract

This dissertation focuses on the development of reading skills. The problem is to understand why children do not develop reading skills by the end of the school cycle in Mozambique. The hypothesis is a failure in social and cultural mediation in reading instruction. The objective of this research is to understand, based on Historical-Cultural Theory, how the methods used in reading instruction in Mozambique contribute to the development of reading skills in primary school children. It aims to answer the guiding question: how to develop children's reading skills in Mozambique? The bibliographic research encompassed the collection of articles, dissertations, and theses from databases such as Google Scholar, Scielo, IBICT, CAPES journals, and Mozambican normative documents. It will be grounded in Historical-Dialectical Materialism and Historical-Cultural Psychology, specifically Vygotsky's (1896-1934) Historical-Cultural Theory. This theory is based on some key concepts from Vygotsky and his collaborators (Luria, Leontiev, and others), applied to the reading process. The unit analysis method will be used as a necessary method for analyzing psychological phenomena. The results point to the possibility of literary reading contributing to reshaping the literacy process beyond the traditional contours linked to the encoding and decoding of the act of reading and the alphabet. In short, the lack of development of reading skills in Mozambique is not the result of a single factor, but rather a combination of educational, social, and economic challenges. The problem requires an integrated approach that includes improving school infrastructure, adapting the curriculum, training teachers, and supporting families. The curriculum may be inadequate, and teaching methods ineffective for reading development. Teacher training and development are insufficient. Teachers who are not well-prepared to teach reading may have difficulty identifying and helping students with difficulties. A process focused on the formation of the reading subject and their omnilateral human development is necessary. The results are expected to demonstrate that reading difficulties at the end of the learning cycle are not merely an individual cognitive problem. In this context, the results should show that the lack of competent mediators (teachers, parents, or more experienced peers) may be one of the main factors contributing to reading difficulties. The study is expected to reveal that the difficulties faced by Mozambican children at the end of primary school are linked to a lack of opportunities for meaningful interaction with texts in their social environment and a lack of teaching practices that consider reading as a cultural act and not just a set of technical skills.