Formação do leitor nos diálogos com as práticas socioculturais no Ensino Fundamental : cotação de histórias e mediação de leitura

Abstract

This research is related to the formation of the reader based on narratives involving sociocultural practices of communities located in Concórdia do Pará. To this do so, an exploratory research has been developed whose main strategies used were storytelling and reading mediation, with a class from the 7th year of elementary school, in 2019. The aim was to analyze how storytelling and reading mediation enhanced or not the students' reading training, based on the narratives of the communities and those already recurrent in children's literature. The study, as a qualitative analysis, is supported by Thiollent (2011), since it proposes the application of interventional practices. As for the theoretical foundation, the concepts of reading and reading, as well as working with literature in the classroom, the same is supported by Menegassi (2010), Iser (1996), Jauss (1994), Chartier (1998), Todorov (2009), Colomer (2007) and Petit (2009). With regard to storytelling, orality and socio-cultural practices, there are studies supported by Busatto (2012, 2013), Zumthor (1993, 2014) and Freire (1981, 1989, 2013). There is also in Bakhtin (1997) Bakhtin et Volóchinov (1997), 1997) reflections based on the dialogical perspective of language. The research stages were divided into storytelling and reading of literary works; socialization of reading and listening experiences; visit to Studio Clove and Cinnamon socialization of the visit and narration of stories and stories from the communities and neighborhoods in which the students reside. The resulting data indicates that students have a level of literal understanding when it comes to reading, questioned and counter-argued evidence by authors from the esthetics of Reception. Furthermore, the study revealed that reading and listening to stories is pleasing to students in terms of fiction and plot, which allows us to affirm that the storytelling practices specific to their localities, contribute to their development. as readers, once they reveal knowledge from their reality, they promote the production of meanings, autonomy and expand their cultural baggage. Thereby based results obtained, an educational product was formulated based on the practice of activities related to reading concepts, these anchored in the author-text-reader interaction and, still based, on actions that enhance the development of the student-reader, such as storytelling and reading mediation.