Tecendo saberes com a literatura: estratégias de leitura e formação do leitor

Abstract

This dissertation arose from reflections on the contexts that allowed me to experience reading and literature: my home, the classroom and the gym. Based on these reflections, I found that training readers from different places and cultures is an important goal of basic education. In view of this observation, I defined the following research question: What are and how are the literary reading practices developed in first-year elementary school classes in the? Thus, supported by an interactionist conception of language, this research was carried out with three literacy teachers who work in 1st year classes in two different contexts, public and private, in the city of Juiz de Fora/ MG, with the aim of investigating literary reading practices and teaching reading strategies. This investigation is based on a qualitative bias from a historical-cultural perspective. The following data collection procedures were used: participant observation, the field diary to record the interactions observed during remote classes, during the emergency teaching period, during the Covid-19 pandemic, and the semistructured interview. Thus, data analyzes are based on studies of Mikhail Bakhtin's philosophy of language, Lev Semiónovich Vygotsky's historical-cultural psychology and studies on reading strategies. Based on the concepts of language, interaction and reading strategies, it was possible to analyze reading practices with literary texts in the three classes in which this research was carried out. The results indicate that the contexts in which teachers work are a key element in understanding their teaching in general, particularly how reading, especially literary reading, enters into this teaching and the conditions that these contexts provide for teachers and students to form themselves. language subjects.