De leitor/a ao protagonismo literário: bibliotecando: re-lendo o mundo Uberaba

Abstract

To observe the current Brazilian educational system is to deal with the harsh reality of a structure that disarticulates pedagogical actions that encourage critical thinking and discourage the citizenship formation of students. Throughout our history, we understand the hegemonic maneuvers that move towards the professional training of young workers, who are unaware of their role as citizens in the creation of a society that claims and fights to break social inequalities and injustices. Thus, we suggest that the proposition of teaching literature in an interface perspective between engaged pedagogy and the encounter with the literary book, can favor the promotion of a welcoming space that promotes a critical reading of reality, in which the student recognizes himself or herself not only as a reader, reading mediator or writer, but also as a social being who, through his active citizenship, consciously acts in the democratic structures of our country. This study aims to analyze the partnership between the sociocultural project Bibliotecando: Re-lendo o mundo, public schools (municipal and state) in Uberaba/MG and a community institution in Delta/MG, in order to understand how their actions contributed for the development of critical emancipation and literary reading of participants in the project's actions over the years 2011 to 2013 and 2016. Among the developments of the research, we perceive the pedagogical challenge of providing an emancipatory facet to the school environment, in which the articulation of critical thinking and training for citizenship are part of the teaching strategy of breaking with the triad of school failure (fatalism, banality and immobilism), guiding an action that proposes to dialogue together and with the student through a doing-with procedure. The work also discusses the formative process of teachers as educators, who seek new possible paths through continuing education and a reflection on everyday practices, understanding the educational environment based on plurality, inclusion and dialogue with the student and the social territories in which they are inserted. As a methodological path, we used the evidentiary paradigm proposed by Carlo Ginzburg, as well as the elaboration of an experience report about the life knowledge with the appreciated sociocultural project. For the argumentative dialogue, we seek to ground a theoretical articulation based on Paulo Freire's thoughts; Michele Petit; bell hooks; Martha Nussbaum; Marisa Lajolo, among other thinkers.