A contribuição da leitura enquanto estratégia auxiliar na quebra do círculo de violência na escola e a busca de formação de leitores permanentes

Abstract

This research was developed with the main objective of analyzing how the types of reading worked by a teacher contributed to the breaking of the circle of violence experienced by students of a college in the peripheral region of Araguaína-TO, and how these types of reading contribute to the formation of permanent readers, and critical and active citizens in society. The specific objectives were: to know the theoretical approaches about reading in academic discourses; analyze what types of readings worked with students and their reaction during the activities; understand reading as a relevant instrument for the student's formation as a critical citizen. For this work, we selected an eighth grade elementary school where students aged 13 to 17 years old were studied. This research is a descriptive research of the type of qualitative experience report. During the course of the work, we analyzed documents from the school environment such as: reports of the occurrence book (document used at school to record cases of indiscipline in the classroom), biweekly planning, reports of the teacher concerning answers and questionnaires about the readings used during their classes. The work began with the film: “Talented Hands, Ben Carson's Story”. Then, the readings: “Eyes of water”, by the writer Conceição Evaristo, “Eviction Room, Diary of a Slum”, by Carolina Maria de Jesus and finally, “The Student I”, by Adelaide Carrara. The research was based on theorists: Eliana Yunes (2002, 2003, 2009), Marisa Lajolo (1993), Maria Helena Martins (2006), Michele Petit (2008, 2009, 2013), Ângela Kleiman (2001), Ezequiel Theodoro da Silva (2002), Teresa Colomer (2007), Paulo Freire (1989), Jean Foucambert (1994), Miriam Abramovay and Maria das Gracias Rua (2003), among others. We present the documents that guide the education curriculum in the state of Tocantins and Brazil, as well as those that guide the work developed in the field school such as: Let's Read Program! from the state of Tocantins, PNLL; NLP, NCP; BNCC; LDB and the PPP of the field school. The results of the data analysis of this research found that the types of readings worked contributed significantly to the students' awareness about the circle of violence in their social context, reduction of violence in school, adherence of a large proportion of students to reading activities and good performance in other school activities and relationships in their social, school and family context.