Leitura literária na prática cotidiana do professor de 6º ao 9º ano: desafios na formação de leitores

Abstract

This exploratory research has as its axis the contribution of biographical narratives about pedagogical practices with reading and literature, aiming to understand the organization of the work with literary reading, in a state public school, in the city of São Gonçalo, Rio de Janeiro. Based on the contributions of Portuguese language teachers, who work in the final years of elementary school, we will analyze the didactic strategies and organizations in the daily life of the classroom for the formation of readers. For this, we think about the importance of reading, which literary reading awakens, passing through the theoretical foundation of Lajolo and Orlandi. We also reflect on dialogicity, due to the exchange of knowledge that takes place in the teaching-learning process, according to Freire and Fontoura, and which enriches the teaching mediation about literary education in a critical way, thinking about human formation, as Colomer and Candido approach. Considering the relevance of the experiences, the methodological dialogues took place through the teachers' narratives, according to Josso, anchored in the concepts of formative experiences and reference memories. Qualitative data analysis takes place in dialogue with Fontoura's thematization methodology, consisting of online interviews, individually and collectively. Through the contributions, we identified that the space that reading occupies is below the expected and desired for the teachers. We raise the challenges found for the formation of readers by the participants, highlighting the following aspects: time; literary space; curriculum; content deficit; attractiveness of technological resources; book as not part of the family's daily life; difficulty in accessing the school library; (dis)continuity of government programs; and absence of meeting by area. We considered eight thematic nuclei, extracted from the narratives, which deserve to be highlighted, as they are activities that teachers carry out and consider with good success to reach their goals when working with reading: free choice; mediated; out loud; dramatized; in newspapers and magazines; reading script or annotations; physical or virtual library; literary cafe. The memories of the collaborators' reading training paths help to promote an understanding of their actions, while allowing us to reflect on ourselves. These paths taken in the literary environment constitute today's professionals and provide observation, reflection and transformations of practices and formation processes, knowledge and learning.