Análise do ensino da leitura em alunos da terceira classe da Escola Primária Completa de Muerrungo na Província da Zambézia

Abstract

This study analyzes reading teaching strategies in the third grade of Elementary School at Muerrungo, in the province of Zambézia, Mozambique. Based on official data that point to challenges in the acquisition of literacy skills in elementary education, this research had the general objective of analyzing reading teaching strategies in students of the Third Grade at the Muerrungo Complete Primary School, located in the Province of Zambézia. To achieve this purpose, the specific objectives were defined as: identifying the pedagogical strategies used by teachers in teaching reading at that educational institution; describing the impact of the teaching strategies adopted on the performance of the students; and, finally, suggesting innovative and contextualized teaching strategies that contribute to improving reading learning at school. The investigation adopted a qualitative approach, with data collected through semi-structured interviews conducted with a purposive sample composed of four students (two boys and two girls) and two teachers (one man and one woman) from the third grade. The criteria for selection of participants were based on representativeness and diversity of experiences in the teaching-learning process. The results revealed that teachers predominantly use the syllabic method and choral reading as main strategies, and students demonstrated recurring difficulties in decoding words, including syllable swaps and confusion between letters with similar shapes, as well as limitations in textual comprehension. The study concludes with suggestions for diversifying methodological strategies, implementing reading corners, and strengthening teacher training, aiming to improve the quality of reading instruction in this specific context.