Ressignificando a prática leitora na escola

Abstract

Reading plays an essential role in postmodern society. In the contemporary world, despite the innumerable transformations and technological innovations registered, it remains a transforming instrument of the collective and not hostage to these modifications, nor does it compete with them. However, data from numerous surveys, as well as from targeted assessments to measure performance and proficiency related to reading and writing, have revealed a worrying reality. This fact leads us to reflections that do not question the importance of reading, much less its benefits and effectiveness, however, that question the way in which its practice has been conducted and explored, especially in the main context of its dissemination: basic school. This research is situated in this scenario, whose studies are anchored in the following problematization: “Is it possible to re-significate the reading practice in the school and to improve the development of students’ reading skills, especially from literary works?” In the pursuit of answers, we define the main objectives of this content: a) to propose an intervention project to follow the process of literary literacy of the 6th and 7th grade classes, aiming to develop/improve reading, understanding and interpreting skills; b) develop literary literacy practices to better understand the relationship/process with reading and propose new mediation methods, in order to expand literary education and c) contribute to the literary education of students, with a view to consolidating basic reading and writing skills. Our study was based on the guidelines of Reception Aesthetics and on official documents guiding basic education; was also anchored in several scholars of this theme and (of other related areas) such as: Lev Vygotsky, Wolfgang Iser, Italo Calvino, Roger Chartier, Rildo Cosson, Vilson Leffa, Magda Soares, Mirian Zappone, Angela Kleiman, Alberto Manguel, among others. The research was based on qualitative methods of analysis. In short, literary literacy workshops were proposed and applied – which we call “On the reading tracks” – giving students a new way of reading, thus breaking the rigid school routine. Of interventionally character, this masters research provided reading practices to the students of a public school in the city of Uberaba-MG, through the continuous incitement of the imagination, leading them to appreciate the art of the word expressed in literature, proving that it is possible, through mediation, to re-signify the reading practice in the classroom.