Diários de leitura – um caminho para o incentivo à leitura subjetiva em turma de ensino fundamental da rede privada de Bagé/RS

Abstract

This study is the result of an action research done in the Mestrado Profissional em Ensino de Línguas, from Universidade Federal do Pampa, campus Bagé/RS, from march 2016 to march 2018. The theme of the research is the incentive to subjective reading through the use of reading journals and was held in the sixth grade class of private school elementary school. Its purpose is to describe, analyze and propose the application of a project involving the subjective reading and the use of the reading journals. The present work is justified because it was recognized the students' distance with the literary reading and the difficulty of some in the recognition of meanings of the literary texts. Thus, it was observed the need to seek alternatives to bring students closer to this reading, to foster, assist and follow the process of training students as literary readers. To this end, systematic moments of reading of literary texts, of writing in the reading and discussion diaries were promoted in order to encourage subjective reading, encourage the recording of personal manifestations, the creation of meanings and the subjective reactions of the reader, which represent the success for literary reading and often do not have space in the classroom. As a theoretical basis, the importance and the adequate presence of literature in the school were discussed through Candido (1995), by Soares (1999), by Paulino and Cosson (2009); the subjective reading, through Langlade (2013), de Jouve (2013), Rouxel (2013a); and reading journals, with Rouxel (2013b), Cosson (2014b), Machado (2009). The last step of the research consisted of analyzing the contents of thirty-one reading journals, making a survey of possible occurrences, both those that were listed by Rouxel (2013b), Cosson (2014b) and Machado (2009), and others that appeared and that are relevant for analysis. Second, we analyzed possible achievements of a subjective reading in students 'writing in reading journals, in order to observe the extent to which this experience of literary reading and subsequent writing contribute to the expression of students' subjectivity. In addition, it was observed in what ways the teacher can perceive this subjectivity and discussed the implications of the subjective reading for the formation of literary readers. As a result of these analyzes, it was found that the reading journals propitiated the achievement of the subjective reading, since the students gradually demonstrated a greater manifestation of subjective reactions from the reading of the literary texts. Also, it was noted that the records in the reading journals provided subsidies to recognize data on student training, as well as assisting students in this process, regarding the difficulties presented. As a result of this action research, a pedagogical product was developed presenting theories about subjective reading and reading journals, as well as a script for the implementation of reading journals as a tool to encourage subjective reading.