O mediador da sala de leitura e o desenvolvimento de leitores

Abstract

The literary text has the characteristic of dialoguing with the readers, arousing different emotions. Initially, through readings performed by adults, children have a great interest in narratives. With the passing of time, and with the independence of reading, some people give up reading, others continue to establish their bond with it, through autonomous reading, specifically of literary texts. This research has as its theme the analysis of the functioning of the Reading Rooms and Spaces from the Reading Project of the Municipal Network of Teaching of São Paulo as part of the public policies of incentive to the reading and formation of readers among the students of Elementary School I and II. His research and research focus is on the figure of the Reading Room teacher and the relationships of affection that permeate learning and the adoption of reading habits. As to the general objective, it is intended to verify the importance of the affective factor between teachers and students in the task of mediating reading and forming autonomous readers of literature. As to the specific objectives: to describe the characteristics of the literary text and its relations in the formation of the reader; to examine official documents on projects to promote literature in progress at the Municipal Education Network of São Paulo; to evaluate the functionality of projects to promote literature in progress in the Municipal Education Network of São Paulo through an analysis of reports directed by questions open to teachers responsible for reading rooms; To investigate how the reading room and the acting of the teacher who conducts it, as mediator between the book and thestudent has contributed to the formation of readers; To examine the collected data looking for clues to the planning of effective actions in the formation of the reader of literary texts. The work still presents reflections on the studies of psychoanalysis of Freud, scholars of education as Henri Wallon and Lev Vygotsky, focusing on the relations that are established between teachers and students tempered by the affectivity in the mediations between these actors and the literary reading.