This qualitative study, grounded in the socio-interactionist conception of learning, sought to investigate the cognitive and sociocultural processes that can enhance the development of young readers, aiming to build skills that go beyond simply encoding and decoding the alphabetic code. From this perspective, the student is regarded as a historical-cultural subject, always embedded in an individual historical dynamic and human production, where social objects emerge as the synthesis of a collective process. It is through interaction with these objects that students grasp meaning and reinforce their perceptions of life’s elements, forming their cultural reference framework. To achieve the objectives of this study, we conducted a theoretical review of socio-interactionist authors to understand their core concepts. Additionally, we analyzed the municipal curriculum guidelines for the early years of elementary education to explore if and how socio-interactionist theory underpins everyday teaching practices, especially in relation to reading instruction. Furthermore, our reflection was informed by supervised internship experiences in this second stage of basic education, highlighting whether and how storytelling has been applied according to the socio-interactionist model in the development of young readers. As part of our data collection, we conducted exploratory research through a survey, gathering undergraduate thesis, master's, and doctoral research on similar topics, and carried out a comparative analysis of these studies. Preliminary analyses indicate that the socio-interactionist theory is endorsed in the curriculum proposal as crucial for nurturing autonomous thinkers capable of clear comprehension of what they read. However, significant gaps persist in the classroom, particularly regarding teachers' conceptual understanding of this approach in designing and implementing activities that promote comprehensive reading practices.
|
