The cognitive behavioral approach in the process of incentive to reading in schools

Abstract

This work has the theme of encouraging reading before the subject of the Cognitive-Behavioral Approach (CBA), and the general objective is to provide greater knowledge about situations related to the learning processes and to encourage reading through CBA. To this end, we used as a research method the indirect observation proposed by the Basic Stage III and the book "Learning to Observe," by Danna and Matos. The observation was made in a public school, during the Portuguese Language and Literature class taught in the children's library, with the second year of elementary school, composed of children from seven to eight years of age. There were 24 individuals, counting on the teacher and the librarian. They perceived various visual stimuli in the environment and in the books, as well as the reinforcements given by the teachers (generally positive), as well as rare positive punishments, individual differences of responses regarding the activity proposed by the teacher, and the still abstract condition of reading the students. In light of this, it is understood that individuals act according to the relevance they give to events, and the way they interpret them, whether or not they contribute to learning.