Mediação de leitura literária na escola : um espaço para a construção de leitores críticos e reflexivos na infância

Abstract

Literature offers students the opportunity for self-knowledge and access to the vast body of knowledge accumulated by the historical and sociocultural heritage of humanity. The school, as a formative space, should provide students with the conditions for the development of aesthetic, critical and reflective reading, encouraging them from an early age to use strategies such as anticipation, inference, verification, validation and appreciation. Literary mediation in the school environment is of great importance, as it promotes the development of aesthetic sensitivity, critical thinking and reflection in a dialogical way, both among peers and in collective groups. This study aimed to investigate how literary mediation contributes to the development of critical and reflective readers among students in the 3rd (third) year of Elementary School. The action research methodology was used to collect and analyze data related to the mediation process. Eight literary mediation sessions were held with 15 (fifteen) participants, of both sexes, aged between 8 (eight) and 10 (ten) years old, in a municipal public school in the city of Santos, SP. The students' responses were analyzed, considering the dialogues established during the mediation sessions, the use of reading strategies, the group's interaction and how this experience impacted the participants' literary formation. The results obtained were: there was an increase in the students' participation during the discussions about the works read; the increased use of reading strategies for regulation, comprehension and construction of meanings about the texts; a more critical, analytical and questioning stance towards the information presented during the reading and discussions, in addition to a greater use of argumentation. Based on the articulated data, an eBook on Literary Mediation was created, aimed at educators and literary mediators who work in the initial grades of Elementary School.