A influência do hábito de leitura na formação de adolescentes em uma escola do município de Uruguaiana-RS

Abstract

This dissertation aimed to evaluate the perception and influence of school on the development of the habit and taste for reading in elementary school adolescents in the city of Uruguaiana-RS. Noticing the lack of enthusiasm of elementary school adolescents for reading, we wanted to develop a study that would collaborate with the pedagogical work, based on bibliographic research on the importance of reading, to also assess the predominant type of reading in adolescence, identifying what influence the school, teachers and family generate on these students. Thus, this study was justified by the need to find concrete answers and support the school so that it can develop a work focused on reading in the future, considering its predominance in this age group. As for the methodological contribution, the study was organized according to two formats, a literature review on the subject and the application of a data collection instrument among students from 6th to 9th grade of elementary school in a private school in the city. This is a study with a qualitative and quantitative approach, with data collection based on a search for different authors and their references, and application of a questionnaire to students. It registers the results obtained in an article already published with a dialogue between different authors about the reading preferences of adolescents, and a manuscript with the responses of the 81 students participating in the research, in which they show a taste for reading, which texts they prefer, frequency of reading, among others. A narrative review of the literature was carried out to analyze the data collected, and the chi-square test was used, considering a significance level of 5% (p<0.05). The study also shows the importance that the reading process has for education, inferring the idea of individual growth for a critical position in the face of reality. It encourages the appreciation of the educator's mediating practice and the reflective role of the school in this process. It presents reading as a socio-cognitive activity belonging to the neurophysiological area, mainly in the decoding process. It shows the seriousness of the role played by the reader teacher, who is a reflective constructor of meanings. It provides for the expansion of knowledge of the role of the library in the school environment, as well as the professionals who work there, who need to have an attentive and interconnected look with the classroom teachers. It ends by emphasizing the family's attitude towards the practice of reading since early childhood. It registers the great technological advance, encouraging more and more the precarious use of the printed book and the classic readings of literature. A young man increasingly connected and involved with different media, enjoying less and less reading, preferring shorter and shorter texts, which take him to surreal, fanciful experiences in the media world. In addition to relying on the biological transformations of the subjects, such as the discovery of sexuality. However, it presents teenagers finding reading important for the learning process. It also shows the school as an influencer on reading, as it offers different opportunities for them to happen. It is concluded that the methodologies used to encourage reading at school need to be revisited, as well as scientific learning by educators, putting into effect the ideals and perspectives present in the laws that guide education in Brazil. Education that really builds meanings integrates individuals into society, enabling them to act in the world with attitudes that have a social function, that are agents of change, take initiatives and know how to solve typical problems in everyday life.