Reading mediation in the process of attributing sense and significance for identity and protagonism recognition of social subjects

• Autor(a) principal: Santos, Raquel do Rosário
• Data de Publicação: 2021
• Outros Autores: Sousa, Ana Claudia Medeiros de, Assis, Pamela Oliveira, Sousa, Gisele Meneses de Paula Almeida, Santos, João Manoel Santana Ferreira, Silva, Tamiris Barros
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-americana de Ciência da Informação
• Texto Completo: https://periodicos.unb.br/index.php/RICI/article/view/37458
• topic: Mediação da leitura; Sentido e significado.; Identidade; Protagonismo social; Mediación de la lectura; Sentido y significado; Identidad; Protagonismo social; Reading mediation; Sense and significance; Identity; Social protagonism

When understanding the act of reading as subjective, cultural and political, it is necessary to reflect on how reading mediation can contribute for the subjects to understand its sense and significance and to build and strengthen their identity process and social protagonism. Therefore, it is fundamental to deepen the research that demonstrates the importance of reading mediation in this process. In this perspective, this article aims to highlight, from the Information Science literature and related areas , which deals with reading mediation, aspects that address the process of attributing sense and significance for identity recognition and strengthening as basic to achieve social protagonism. This research is characterized as qualitative and uses the bibliographic method, relating conceptual and analytical aspects that supported this study. The results indicated that reading mediation actions can awaken the taste and pleasure for reading (literary, artistic, musical, etc.) - which requires the mediating agent to consider the socio-cultural contexts in which the subjects integrate - and also that conscious reading mediation contributes to form the subjects, both individually and collectively, and has a (trans)formative character in the development of critical, conscious and autonomous readers, stimulating them to achieve social protagonism.