Diários de leitura: a formação de crianças leitoras no espaço escolar

• Autor(a) principal: Lima, Maria Euzileide Diniz de
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/41905
• topic: Leitura; Literatura; Estratégias de Ensino; Reading; Literature; Teaching Strategies; Educação

This paper aims to share the experience lived in the Programa Institucional de Bolsa de Iniciação à Docência (Institutional Program of Initiation Grant to Teaching) - PIBID , developed at the Municipal School Raquel Silva, located in the city of Marcelino Vieira - RN, which is about the literary reading practices, based on the experiences of activities the PIBID EAD - Educação a Distância (Distance Education), of UFRN - Universidade Federal do Rio Grande do Norte (Federal University of Rio Grande do Norte) in the school mentioned above, specifically in class of 5th grade "B" elementary school. Thus, thinking about the process of formation of the reader from the literary text, our search problem is to know how the literary reading practice happens in the classroom, from the use of the diary of reading. With the objective to analyze the literary text reading practice in class of 5th grade "B", of the Municipal School Raquel Silva, from the use of diary of reading produced by children. The development of this work was first given through literature searches, for these reasons we use as support the authors (AMARILHA, 2013) (MACHADO, 2007), (MARTINS, 1994). This research has a qualitative nature, using as a tool, the field search and records in diary of reading, to illustrate the literary reading practices experienced in the class of 5th grade "B". Therefore, the school should be a great ally in the creation of teaching strategies where children create a taste for reading, teachers seek the different tastes of their students, working with the peculiarities of each, so reading becomes stimulating, diverse, critical, reflective and enjoyable. We have as possible results the entry/continuity of literary texts in the classroom with the understanding of what is literary reading and what the provocations that it makes in the reader. For this, it is up to the school take responsibility in the perspective to perform effectively its role in the reader training. Seeking situations that contribute to the development of the individual, emphasizing the practice of reading and providing activities that meets the child's needs.