ESTRATÉGIAS DE INTERPRETAÇÃO DE TEXTO NA ALFABETIZAÇÃO: PERSPECTIVA DE PAIS, COORDENADORAS PEDAGÓGICAS E PROFESSORAS

This article presents a quantitative segment of research conducted on teaching strategies for textual interpretation in early literacy at a municipal school in Porto Velho, Brazil, in 2025. Motivated by the author's experience and the persistent challenge of students' low performance in text interpretation, the study focused on the analysis of data obtained through questionnaires administered to parents, teachers, and the pedagogical coordinator. The main objective was to map and analyze participants' perceptions regarding the strategies adopted for teaching textual interpretation, as well as the main difficulties and contributions identified in the school environment. The methodological approach was quantitative, using structured questionnaires with three second-grade classes, their respective teachers, the pedagogical coordinator, and the students' parents. The results indicate that, although teachers plan reading and text interpretation activities and most parents report engaging in reading practices with their children, there are still limitations in access to reading materials and variations in the use of pedagogical resources. The pedagogical coordinator emphasizes the importance of shared reading and dialogue between school and family. By highlighting the quantitative perspective, this study contributes relevant data to improve pedagogical practices and foster efforts to strengthen the development of textual interpretation from the beginning of schooling.