O diário de leitura e a formação do leitor literário

Abstract

The present work is part of the Teaching Residency program of the University of Juiz de Fora and aims to analyze the contribution of the use of the reading diary to the formation of the literary reader during the course of an academic year. For analysis purposes, we selected two reading diaries of two students from the 6th year of elementary school II. The investigation is based on methodological reserach-action (THIOLLENT, 2011) and we mainly focus on the studies of Paulino and Cosson (2007), Cosson (2009) and Colomer (2007) with regard to teaching literature and works by Machado (1998/2005) and Buzzo (2003/2010) about the daily use of reading in teaching. We found that the production of the reading diary proved to be significant for the formation of the literary reader and offers great possibilities for teaching literature. The potential of gender involves the possibility of expressing the student's subjectivity, which constitutes a path to a more critical and reflective reading of literary texts. The results presented corroborate the theories that defend practices that stimulate, in an interactional and dialogical perspective of reading, an active posture of students towards the text.