O PAPEL DO PROFESSOR NA SELEÇÃO DE OBRAS LITERÁRIAS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

Even with the growing implementation of public policy programs to encourage reading in Brazil, for example, the National Textbook and Textbook Program (PNLD/Literário), the number that reveals the number of non-readers in the country is still worrying . It is believed, therefore, that this scenario means that, for the formation of autonomous and emancipated readers, it is not enough to distribute books, it is important, first of all, to know how to select and mediate good literary books. When it comes to the early years of Elementary School, these two processes collide with the pedagogical practice, which ends up transforming literary education into a purely educational moment, in which the aesthetic and artistic appreciation of the works is replaced by a moment of learning. Therefore, this qualitative research aims to discuss the main criteria for selection of literary works, which we call these: verbal and visual text, graphic and thematic design. In addition, we will discuss the importance of children's literature in the early years of elementary school, the role of the teacher as a mediator and literary reader, and finally, we will show the results we collected through an online form answered by 17 teachers, who in their most work in the early years. The form was divided into questions involving selection criteria, teaching/mediation and reading experiences. So that we could develop a more complete and satisfactory study, we supported ourselves on the theories of Bajour (2012); Colomer (2007; 2017); Chambers (2007); Faria (2016); Frantz (1997); between others. Overall, the results show that, although there is a positive change in the view of the teacher/mediator of basic education on children's literature, they still persist in a pedagogical and/or utilitarian teaching. Furthermore, we conclude that there is still a lack of greater insertion of teachers as subject readers, as the habit of reading theoretical and literary books is still considerably small, which may be one of the main causes of the persistence of misguided teaching/mediation in literature.