A formação de leitores na escola: projeto Lúcia Giovanna no mundo da literatura infantil

• Ano de defesa: 2023
• Autor(a) principal: Santos, Lucilene Maria da Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Programa de Pós-Graduação em Letras; UFPB
• Palavras-chave em Português: Literatura - Ensino fundamental; Formação de leitores; Letramento; Literatura infantil; Literature - Elementary education; Development of readers; Literacy; Children's literature; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29809

The theme of this dissertation encompasses the reading of literature at school and the formation of readers from an analysis of a project called Lúcia Giovanna in the World of Children's Literature. The main goals of this work are to reflect on literary reading and to verify how a reading project can contribute to bringing students to books and forming readers. It therefore seeks to understand the importance of forming literary readers and the role of the teacher in this process. In this sense, the investigation highlights the importance of literature from the perspective of fomenting meaningful learning in the early years of elementary school. This qualitative research involved observing the context of practice in this school reading project, as well as practices themselves. Furthermore, bibliographical research undertaken centered on authors such as: Colomer (2007), Barbosa (2008), Oliveira (2014), Hernandez (1998), Caser (2015), Zilberman (2008), Freire (2008), Santos e Souza (2004), Solé (1998), Soares (2005), Cosson (2021). Based on literary literacy and the development of readers, this study was carried out through reading projects at the municipal school Profa. Lúcia Giovanna Duarte de Melo, seeking to verify and analyze how children's literature was used in early childhood education and junior high school. The results showed that the school offers means for reader development through storytelling moments and literature. However, investment in initial and continuous teacher training is required, so teachers can understand and use literary literacy in the classroom to constitute a community of active and autonomous readers. It was also observed, through analysis and reflection, that the formation of literary readers is not an easy task, but it is possible. We also found that traditional reading practices must be set aside in favour of structured projects, with clear goals, without imposition or obligation, allowing the teacher to act as an encourager and mediator, as that appears to contribute to reading becoming an integral part of our children’s and young people´s lives.