READERS IN SCHOOL AND ASSESSMENT OF READING COMPETENCE Cristina Torquato, Irene da Silva Coelho

Abstract

The school is a place for the training of readers, but educational institutions do not carry out this task to the full, as shown by the test results: Brazil (MEC) and SARESP (state of São Paulo and municipality). Starting from the premise that the construction of the knowledge of reading must be carried out so that every child learns effectively, this research aims to: 1. Identify how this process can be built; 2. What strategies can be used for reading to be practiced in a pleasant and meaningful way. To achieve these objectives, the principles of psycholinguistics guide the actions that are being implemented in the municipal school of Bairro da Ponta da Praia, with 5th and 9th grade students. Through documentary research, it was found that in the years 2011 and 2013, UME did not present any progress in IDEB, being below the expected indexes for the 5th year in 2011, an index of 5.0 (expected of 5.5) and in 2013 index of 5.5 (expected of 5.7). For the 9th year in 2011, the index was 4.0 (expected 4.5) and, in 2013, the index was 3.9 (expected 4.9). Thus, the student-researcher is researching what are the factors that are associated with these results and seeks ways to reverse these results.