Tertúlia literária dialógica da obra “Minha vida com Boris”: ler com os olhos de ver, ouvidos de ouvir, mãos de sentir e perceber

Abstract

The object of study of this work is the dialogical gatherings for reading and discussing a literary, My Life with Boris, by Thays Martinez, work and other textual genres. The theme´s choice was doubly justified: the benefits of the habit of literary reading for the formation of critical and autonomous students, and the improvement of the performance of teachers interested in this content. Methodology used included: bibliographic research - with the study of some theoreticians´ work in the area-; the documentary one - with discussions on official documents -; the qualitative-interpretative one, which encompassed the experience with the report textual genre - support for the observation and analysis of the data, in which we described and analyzed the teaching proposals, in two phases. In the first phase, we proceeded with the dialogical literary gatherings about the literary book selected, and the second with dialogued expository classes on visual impairment and social inclusion. Results showed that the meetings dismembered into continuous actions to encourage reading offered robust subsidies for the consolidation of the reading habit of most students. This was due to the fact that some of them, initially having difficulties to read aloud, in the end, succeeded to doing so in small groups, in the same way as with the spontaneous silent reading, both requirements for the formation of the reading habit. We also found that the dialogic reading and the book plot contributed to the acquisition of knowledge about social inclusion, and, specifically, about visual impairment, relevant topics for raising awareness about the constitutional and human rights of men, and the guarantee of social inclusion and accessibility to the visually impaired. At the end of the work, we presented a teaching proposal offering subsidies for the formation of the active and critical reader of literary and non-literary texts.