O cronotopo sala de leitura e a formação do leitor literário

Abstract

This thesis aims to know and understand what has been the role of the reading room in the formation of the literary reader through the mediations of literary reading developed in this chronotope at schools of the municipal education network of Juiz de Fora / MG. It is a qualitative investigation of a historical-cultural approach, whose data analyses take as basis Bakhtin's studies on the philosophy of language, and Vygotsky's on social-based psychology. From the Bakhtinian concept of chronotope and Vygotsky’s concepts of mediation and lived experience (perezhivanie), it was possible to reflect upon the work developed with literature in the time-space of reading rooms, considering the actual physical spaces, access to the collection, and mediations of literary reading developed during the observations made throughout the research. Literature seen as an inalienable right of all human beings gathers the possibility of living aesthetic and self-knowledge experiences, as also the expansion of references of the world. The reading room is conceived as a chronotope, a time-space of mediations, interactions, symbolic exchanges, life, dialogic events, and formation of readers. As methodological research procedures, the questionnaire was adopted, along with the observation, and analysis of the Political-Pedagogical Projects of four schools of the municipal network of Juiz de Fora /MG, which constituted the field of research. The subjects are the teachers who work in the reading rooms of the mentioned schools participating in the research. Through data analysis, it was possible to understand that the time-space of the school, for its promptness, impacts students' living experiences with literature, oftentimes preventing or interrupting the intensity of the reading room chronotope, not favoring interaction and interlocution between readers and texts, and between readers and readers. Despite all the efforts made by the participating teachers in the attempt of carrying out work with literature, the planning of the pedagogical actions from the researched institutions considers the reading room in an unspecific way, which makes it a vulnerable space in the school. Although literary reading is present in reading practices, to some extent, the potentiality of literary language is not yet fully explored and lived due to the temporality that guides the work in schools. In this sense, the thesis points out that the role of the reading room in the formation of the literary reader assumes centrality because it is a time-space that potentiates interactions crossed by an aesthetic dimension of this chronotope, in which the times-spaces of the interacting subjects intercross those of the works that are being shared and appropriated by them. That becomes possible when the mediations surrounding the literary text consider the game of meanings that takes place between reader and text.