Dificuldades na interpretação de texto nas escolas: como vencer essa problemática?

Abstract

In some studies, it is read that it is common for teachers to find students with difficulties in reading, understanding texts and also when interpreting them. It is read that it is common but it should not be understood that it is normal. Assuming that reading and interpretation are essential for socialization, as human beings are dependent on various forms of language to communicate, this work aims to seek possibilities to reduce difficulties in textual interpretation, in order to identify resources for the reading to be introduced; Knowing methods and theories that understand the problem; Understand the reasons that lead to this lack of reading culture and if there is any agent making this practice impossible. To this end, a theoretical foundation was sought through the following authors: Lajolo (1993), Bamberger (2010), Geraldi (2001 and 2011), Marcuschi (2010), Rocha and Santos (2017) among others who were important to address this issue, where ways were found to reach the objectives and a possibility through multimodal genres to solve the problem.