A prática docente dialogando com a leitura, a literatura e a formação leitora.

• Autor(a) principal: Silva, Silvana Ravazzoli Brunello da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216345
• topic: Reading; Literature; Teaching practice; Leitura; Literatura; Prática docente

The present work aims to understand the importance of the practice of reading in the school context and its contribution to the student and teacher, approaching reading as a fundamental learning for reading formation. This is a bibliographic research. (GIL, 2009). To address the importance of reading for reading and student education, I analyze the perspectives of the following authors: Abramovich (1997), Cadermatori (2006, 2009), Paulo Freire (2009, 1986), Larrosa (2004) and Cosson (2014) . At the same time, I carried out a search for complete works on the basis of ANPEd (National Association of Graduate Studies in Education), considering the events that took place in 2011, 2012, 2013, 2015, 2017 and 2019. The complete works presented in the Working Group were analyzed 10: Literacy, Reading and Writing. The choice of complete works was made considering the keyword reading, present in the title, abstract or keyword. The proposal of the theme brings as a fundamental point, reading for reader formation. The reader, when traveling in reading, interacts with him, with the author and with the work and when this reading is shared, it allows the reader to recognize himself in his own world and in the world, more broadly. The teacher in this literary communication has the function of mediating this learning, guiding for the acquisition of this learning the necessary techniques, for the reading formation to be complete. When carrying out the survey in the GT10 of ANPEd, 10 articles were chosen, the articles allowed a dialogue with the concepts about the importance of reading for the reading formation, approaching some practices related to reading, to literary genres and teaching practice. The respective authors mentioned in the work, brought important reflections about the reading formation, the experiences of each being that precede the systematic learning of reading and writing, the way to read correctly for children, enabling the involvement with it, the author and the work. Literature aimed at teaching experience requires some correct techniques, when reading a literary work and especially children's works, the teacher when correctly exploring the way of reading not only benefits the student, but he also, because, just as the reader enters the work and gets involved with it, the teacher will also get involved with it, thus creating pleasure in studying, reading and indirectly qualifying itself, so that the classes are rich in learning, thus leaving the systematic teaching. Therefore, the teaching of reading and reading training that we aim for breaks patterns, and allows the listener of the story and the reader to enter a world of their own, knowing their own inner being and becoming the subject of that story and the story they can create.