Letramento literário: Do acesso à leitura à formação leitora

Abstract

This work proposed promoting the reader formation of a group of teenagers, students of the 9th grade of elementary school from a state public school, located in the northern state of Minas Gerais. Starting from its conception and its historical of readers, and valuing the historical and socio-cultural reality in which they are inserted, we sought to develop and improve the reader formation of these students, valuing the library as important literary literacy promotion space in the school environment and having the teacher as reader and mediator of literary reading. In addition, aiming the literary literacy, proposes to promote a reencounter with the literature, in theory and practice, expanding the scope of it and making possible the familiarization of the students with the literature, thus allowing them, increasingly, become readers. It was attempted to collect data about the historical of literary reading of these students, of the knowledge and of the reading appropriation by them, the reading habits already established, the most popular literary genres and read, accessibility to literary reading and developed activities before, during and after reading. It was hoped with this work identify the reading strategies that best suited to work relating to the literary literacy. In addition, the work highlighted the importance of the school library as a favorable environment for the spread of literary reading and the teacher's task as a promoter and mediator of reading. It was hoped, with the innovative strategies of stimulus, that literary reading would integrate the daily lives of students and the school and that the partnership firmed between the actors produce positive effects on the lives of those involved. Such research used questionnaires, tabulating the data presented, preparation and analysis of graphs to present the results. These responses point to the literary literacy profile of teenagers and allowed the elaboration of action plans with varied reading strategies and seeking reader formation of students. Accordingly, we believe that research has made significant contributions to strengthening the literacy process of the students by offering them elements to the appropriation of literary knowledge and thus expanding significantly, their reader formation.