Reading Strategies: an Alternative for the Beginning of a Literary Education

To introduce the strategies of reading as an alternative methodology for the literary education of children is the main purpose of our study. This U.S. perspective (regulated specially in em Harvey e Goudvis (2007), but also in Hampton and Resnick (2008), Fisher, Frey and Lapp (2009), Mills (2009), Owocki (2003), Athamp and Deveni (2008), Wedwich and Wutz (2008), Fuchs and Vaughn (2008), Cohen (2008), Black and Stave (2007), Graves (2009), Pilonieta and Medina (2009), Zambo and Brozo (2008) and Wood et al. (2007), Flippo, Holland, McCarthy, Swinning (2009), Morrisson and Wlodarczyk (2009), among others) is gradually being discovered and it is the theme of different pieces of reseach in Brazil. Data such as those offered in the PISA survey show that the reading competence is still very fragile between children and teenagers in Brazil and that the joy of reading literature is not a cultural mark in our country. In order to attract and arouse the interest of the child to the activity of reading and, at the same time, contribute to their literary education, we associate children's literature with the approach of reading comprehension strategies. This research was developed with elementary school children in their early grades. The research took place from 2006 to 2010, in the west area of Sao Paulo State in its third phase, This this article shows the encouraging results that allow us to say that this "new" methodology can be used with success in reading and literature classes. Thanks to this perspective and after a course given for teachers, they were more confident and their students were more interested in understanding a literary text. Throughout this article, we equally discuss the possibilities of teaching reading strategies using children's literature.