THE HELP OF DIDACTIC SEQUENCES IN READING PRACTICE: A THEORETICAL ESSAY

Abstract

The theme for the research was about the aid of didactic sequences, a pedagogical tool inseparable from the teaching/learning process, its acquisition happens according to the student's school maturity and also with the methodologies used by teachers, since the most remote times where the Reading happened mechanized, different from today when there are several techniques to introduce reading into students' lives. The research problem is: How do didactic sequences help teachers in the classroom, and how does it benefit reading?. The justification was given about the fact that several school environments are still based only on textbook content, which in many cases does not call the attention of readers to such a practice. This theoretical essay used some of the main authors on the subject, who deal with reading competence and its practice in the classroom. The reflections suggest that the didactic sequences emerge as a facilitating method of learning. It is a theory that arises for educators to improve their knowledge while contributing to student learning in order to extinguish content that passes through the classroom quickly without the student understanding.