Práticas de leitura literária em uma escola no campo no município de Canguçu/RS.

Abstract

This Master’s Dissertation presents results of a research whose purpose is analyze literary experiences of children who live and study in the countryside. Such experiences were witnessed in a reading project promoted by me - teacher/mediator/researcher – in two 5th grade groups from an Elementary School (one group in 2014 and the other one in 2015), in a public state school located in the countryside, in Canguçu city / RS. In the reading practices, the students could experience situations as readers, storyteller (the one who reads out loud using the book as a support, being loyal to the story) and listeners, in the school and with their family members. The material produced by the students, from their personal experiences with the literary reading practices, it was constituted as the corpus of the research (photographs, texts produced in diaries and the teacher’s personal notes). The research is based mainly on Petit (2008, 2009, 2013), Freire (1992), Santos (2001), Chartier (2002), Bajour (2012), Lerner (2002), Corrêa (2007), Machado (1998) and Soares (2009). The results of this study reveal that it is possible to develop projects to foster reading in the countryside, that is, it is possible to have readers in the countryside. All you need, to do so, is to provide the effective “meeting” with the book. Among the aspects discussed we have the choices and the interpretations of the students concerning reading, the family members’ involvement and the motivation for reading. The study also highlights that reading “presumes the use of the body, the use of a space” (CHARTIER,1992) and these are important in the reader’s experience; that the reading practices may lead to learning situations, literate actions and reactions and, besides this, contribute in the process of human development. In general, the research shows and analyzes how literary reading practices provided by the teacher/mediator may collaborate for the students’ reading development and also as a continued education can be integrated to such activities.