Leitura literária na escola e a formação de leitores: contribuições do projeto Café com livros

Abstract

The subject of this master’s thesis is related to reading at school and education of readers, and presents the development of a research regarding Literary Reading in the school, from the analysis of a project named Café com Livros (Coffee & Books), considered a differentiated methodology to motivate reading. It has as main objectives to promote reflection about Literary Reading and to verify how a school project on reading may contribute to bring students closer to the books and the practice of reading. Besides this, it also seeks to comprehend what the importance of educating literary readers is, and what the teacher’s role is in this process. In order to carry this study out, Research-Action was used as the main methodology, with the application of three instruments to collect data: the observation of the context of the reading practices in the project, the questionnaires answered by students and teachers who participated in it, and the research logbook which collaborated to the analysis of the data collected during the three editions of the project. Besides this, a bibliographic research was done, centered in authors such as Lajolo (2000), Zilberman (2003), Roger Chartier (1996), Anne-Marie Chartier (1998), Petit (2008), Aguiar (2001), Iser (1996), Kleiman (2000), Ezequiel Silva (1995), Solé (1998), Jouve (2002), Soares (2004), Geraldi (2006), and Cosson (2006), also involving the quantitative collection of the data, and the tabulation and analysis of the results. At the end of this work, we present a proposal on how to implement the project on reading in schools, the product of this thesis. It was noticed, by means of the carried out analyses, among other aspects, that the education of literary readers is not an easy task. However, it is possible. And also, that more traditional reading practices should be set aside and be replaced with the help of structured projects, with clear objectives and without being mandatory, and in which the teacher acts as a motivator and mediator, since this seems to be the only way we can contribute to make reading a part of our children and young students’ lives.