A leitura literária nos anos iniciais do ensino fundamental: um estudo a partir das perspectivas das crianças

Abstract

The main objective of this research is to know and understand children’s perspectives regarding their experiences with literary texts promoted in classes in the early years of elementary school. To this end, I carried out qualitative research with a historical-cultural approach through the studies of Vygotsky and Bakhtin and Benjamin’s conception of childhood. The research subjects are children from 3rd and 4th year classes at a municipal school in Juiz de Fora. To produce the data, I used participant observation and dialogical interviews as research instruments. The observations were carried out during the literary reading moments carried out in the classroom, from which field notes were produced. The dialogical interview was carried out with small groups of children from both classes, in the school’s reading room, and were recorded and transcribed. Despite ambiguities, a point highlighted in the research is the school’s potential as a privileged space in the training of readers. The children revealed that, despite some adverse conditions, they find possible ways to participate in the symbolic game that literary reading offers.