A leitura literária nos anos iniciais do ensino fundamental: caminhos entre a prática docente e a formação de leitores

Abstract

This academic work is devoted to reflecting on the training of reader children under the learning of teaching labor with the children’s literature in the school place, in the face of justification to understand how this process happens in the contemporary educational context. Therefore, the main objective is to verify how the training of readers through the literary reading materializes in the teachers' practice in the initial years of Elementary School from a municipal school in João Pessoa/PB. For this purpose, such goal develops into: a) to point out the effects of the work with children’s literature in the initial years; b) to highlight the necessity of teaching practice to training readers; c) to identify if and how teachers work the literary reading in the reading training of their students. In terms of research methodology, this present monograph fits the applied research profile of the exploratory type and with a qualitative approach. To theorize discussions, we resort to the premises of Aguiar (2001), Cademartori (1986), Candido (2011), Coelho (2000), Colomer (2007), Hunt (2015), Lajolo and Zilberman (2007), Zilberman (2003; 2005) for basing the questions which surround the nature of the literary text addressed to childhood, as well as the relevance of this reading in the classroom. Whereas for the discussion related to the necessity of a teaching practice focused on training readers, we anchor in the studies of Bajour (2012), Bordini and Aguiar (1988), Chambers (2007a; 2007b), Colomer (2017), Pennac (1993) and Solé (1998). In addicion, official documents like the Parâmetros Curriculares Nacionais (1997) – National Curricular Parameters – de Língua Portuguesa (of the Portuguese Language) and the Base Nacional Comum Curricular (2017) – Common Base National Curriculum. Utilizing the application of online questionnaires with a teacher group who teaches at classes of the initial years of Elementary School from a public school in João Pessoa/PB, the results indicate a valuable work of literary reader mediation. To sum up, we determine those teachers walk towards the reader children’s formation using the support of theoretical and methodological assumptions fundamentally expressed.