Alunos Booktubers, o protagonismo nos Vlogs literários

Abstract

This research was conceived with the purpose of encouraging literary reading and the consequent formation of a critical reading community among the students of the 7th grade "Platinum" at Venceslau Brás State School. The hypothesis is that with the proposition of creating a literary vlog, students would feel instigated to read, record short videos and interact with other readers, especially with classmates, forming a virtual reading community. The YouTube platform, where we proposed the construction of the literary vlog, allows interactivity through comments and other feedbaks among booktubers, which enables the formation of a booktubers community, that is, a community of critical readers, who not only read, but also offer opinions and impressions. The primary objective is the effective formation of a critical reading community among 7th grade students at Venceslau Brás State School. The specific objectives are: (i) to develop workshops that favor the development of research, among 7th grade students of the EEVB (Escola Estadual Venceslau Brás); (ii) to expand the students' knowledge about the textual genres that can be present in the videos, such as the review, the indication, interviews, comments and literary challenges; (iii) to encourage and monitor, through a reading diary, the reading of the proposed book; (iv) mediate the planning and the recording of the videos; (v) create the vlog and post the videos recorded by the students with short introductory texts; (vi) observe and instruct about the comments and feedback on the videos posted; (vii) evaluate, through the reading journal, the participation in the workshops, the comments on the videos of colleagues and self-assessment, the development of the students. The perspective adopted is action research and the methodology is qualitative. The theoretical foundation is based on Cosson, Literary Literacy (2007) and Reading Circles and Literary Literacy (2020); on the Common National Curricular Base, in the Language aspect (2018); Leila Perrone Moisés (2006), Literature for all; José Moran (2014), The education we want: new challenges and how to get there; data from websites of the YouTube platform. The workshops and all the intervention proposals, as well as the results, could not be gauged due to the context of the covid-19 pandemic that erupted in March 2019 and permanent until the present date. For this reason, the National Coordination of the Professional Master's Program in Letters decided to approve the norm that determines that the conclusion works, in this period, may have a propositional character. However, in a previous moment to the writing of this research and in an empirical way, without the proper structure, the proposal of recording short videos after the reading of literary works was made to students of the same level of schooling. However, for not having a planned structure with goals, theoretical basis, and evaluation, what we could take advantage of was the experience. Observing the participation and the way the students executed the proposal, in general, it was satisfactory. Thus, it is hoped that the theoretical background and the description of the practices offered in this research will be sufficient or that they will give rise to other practices, but that they will contribute to the improvement of the students' reading proficiency and the consequent formation of a reading community.