O ato de ler no processo de alfabetização: ler antes de saber ler

Abstract

This document aims to discuss and reflect on the importance of encouraging children who have not yet mastered the writing and reading system to venture into the universe of books and other mediums, to interact with words and other available signs that facilitate our communication. It also reflects on the role of the literacy teacher, who should not only encourage the act of reading but also prevent the lack of reading skills and other types of obstacles from causing children to lose interest in reading. On the contrary, the teacher should guide them to become avid and autonomous readers through simple practices that promote their interest and consequently have a positive influence on the literacy process. This work brings contributions from several theorists on the subject, such as Soares (2020), Lerner (2006), Leal (2006; 2014), Freire (1989), Ferreiro (2011), Foucambert (1994), Bajard (1994), among others. The text aims to compare important strategy suggestions for children to read before they know how to read, including the account of an experience by the researcher.