Mediações da leitura literária no primeiro ano do ensino fundamental: o olhar dos professores

Abstract

This study, which presents as a collaborate research with qualitative character, proposes comprehend mediations around literary reading realized by first-grade teachers of primary schools from the Municipal School System of Boa Vista, in the state of Roraima. It seeks to answer the question: Which are the feelings produced by teachers to their experiences as literary reading mediators in their pedagogic performance? Against this central guiding question, some other inquiries naturally emerge, and may help me answering the main questioning: which conceptions about literary reading mediation do the literacy teachers of the Municipal School System have? How literacy teachers mediate literary reading with their students? From those questions come the following objectives: identify the conception of literary reading mediation from literacy teachers starting on their participation on an action of continued formation; know the continued formation process of SMEC-RR literacy teachers in the mediation reading field; comprehend the literacy reading mediations of first grade literacy teachers from the Municipal School System of Boa Vista; Therefore, the reading mediation process is analysed in a historical cultural perspective, and not descriptive. The methodological path began with a bibliography revision about the theme, the school choices and the research subjects. The semi-structured interview with the selected teachers, the journal for notes of collaborative observation and the workshops of continued and collaborative formation contributed to the construction of this study analysis corpus. Enlighted by Vigotski (2010) theoretical assumptions, I approach the learning mediation process, trying to articulate language’s philosophy of Bakhtin (2006) to comprehend the nature of experience with literature. The movement of making researches with teachers and not about them, allow hearing their voices, recognizing and learning through their experiences, their speeches, as well as share and (re)build knowledge in an interactive movement in which senses are negotiated, meanings are shared, paradigms are broken, and practices are reworked. It concludes that the feelings produced in the collaborative formation relation echoed in the way of rethinking and effectively construct a literary reading mediation work with the first-grade students from the Municipal School System of Boa Vista – RR. Furthermore, that the collaboration and partnership process established between research participant teachers and, also, the researcher during the workshops were fundamental to changes in the classroom practices, as well as insertion od a work focused in literary reading mediation that contemplated more the text aesthetic rather than literary utilitarian function and, by following, the formation of the literature reader.