From Dona Benta’s Living Room to the Classroom: Contributions to Think about Literary Reading Mediation in School

• Autor(a) principal: Travassos, Sônia
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos Cenpec (Online)
• Texto Completo: https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/348
• topic: Literary reading. School. Mediations. Monteiro Lobato.; Lectura literaria. Escuela. Mediaciones. Monteiro Lobato.; Leitura literária. Escola. Mediações. Monteiro Lobato.

The present article discusses how reading mediations, which are perceptible in Monteiro Lobato’s works, can become leads to think about approaches to literature in school. We analyzed mediation strategies in narratives by Lobato, as well as the mediated reading of one of them, with children in the first grade of primary education in a Brazilian public school. With regard to methodology, we conducted readings of works by Lobato and studies about them, participant observations, and interviews with the teacher of the class. Bakhtin (2011) and Benjamin (1995) founded our conceptions of language and subject, and underpin theoretical-methodological questions in this study. In the field of literary reading, we sought a dialogue with Amarilha (1997), Abramovich (1989), Bajard (2007) and Lajolo (1994). After the analyses, we highlighted a set of mediation practices that seem to contribute to promote children’s contact with literature.