Mediação de leitura na escola: a experiência do projeto Leitura no Cafundó

Abstract

This final examination is to analyze and reflect on how much extracurricular reading projects can corroborate to the formation of literary readers in school. To obtain possible answers to this research, we start from the application of a reading project entitled "Leitura no Cafundó" in reverse turn over ten weekly meetings in EEEM Jerônimo Mércio da Silveira, located in Candiota / RS. The main themes that guided our reflection were literature reader preparation, education in literature, children's literature and reading mediation. The reading workshops took place from September to November 2015, relied on students who enrolled voluntarily in action and focused on texts and varied literary works on the literary genres, authorship and time of production. This experience provided us with data generated from instruments to collect and record information, such as productions of students and everyday researcher, which analyzed considering concepts and information derived from literature. From there, the results lead us to conclude that, yes, extracurricular reading projects offered in reverse turn contribute to the formation of the literary reader.