Mediação de leitura literária na biblioteca de uma escola de Araguatins

Abstract

This study has as its main goal to investigate and reflect about the reading mediation practices offered by a Tocantins state public school Library. Verifying the manners that this space contributes to the High School students’ literacy formation. Furthermore, this research aims to contribute to teachers on their pedagogical practices related to the literacy reading promotion in the classroom. This study is qualitative and interpretivist. The adopted methodology was the action-research and of intervention, in order to monitor processes and intervene in the reality. The generated data analyze come from the workshops that followed the basic sequential steps and expanded proposal of Rildo Cosson (2020) e they were adapted to the involved ones’ reality. As theoretical foundation, we adopted the following authors: Candido (2017), Freire (1998), Soares (2009), Cosson (2020), Colomer (2007), Prado (2019), Rouxel; Languade; Rezende (2013), Castrillon (2011), Cascudo (2006), Haurelio (2016), Zhumthor (2018), Bosi (2003) and Cosson (2020). Moreover, we also adopted from other authors: Compagnon (2009), Rojo (2004), Marinho e Pinheiro (2012), Santos; Neto; Rösing (2009), Sousa e Testa (2019), among others for aiding us in some reflections proposed in this study. This research, which aimed to contribute to the formation of students and literary readers, selected texts from cordels in the actions proposed by the library, mainly with the perspective of fostering in young students and also in teachers the appreciation, the taste for Cordelian poetry. As some results, we can point out the access to literary reading that students and students reached in the space of the school library, through the reading of cordéis. Thus, the reading actions mobilized a reading formation in the school. In addition, students and students had their knowledge expanded by the literature of poetic texts in cordel. Furthermore, the paths we followed favored subjective reading and literary writing, which helped in the realization of literary literacy practices. In these moments of mediation of readings of Cordelian poems in the library, we give high school students the opportunity to get to know the production of Brazilian cordelistas already recognized in Brazilian literature. We also presented and worked with two cordelistas from the Tocantins region, as a means of valuing the local culture. In addition, it was possible to achieve an advance in the mediations of literary reading at school. These practices also contributed to the teachers in their reading mediation practices in their classrooms, as well as to the professional training that expands, validating more ways of schooling cordel poetry in High School.