Janelas à técnica: leitura literária integrada ao currículo do Instituto Federal de Sertão

Abstract

This study, an empirical social research, consists on a participant analysis about the dimension of the development of contemporary literary reading practices within reading education built up by second graders from the Federal Institute of Education, Science and Technology from the State of Rio Grande do Sul, Brazil – Campus Sertão. The participants of this research are students enrolled in the Technical course in Agriculture and due to this fact they prioritize technical readings rather than the literary ones. Therefore, this study corresponds to an action research, which is divided in three stages. The first stage involved the application of a questionnaire to the students with questions related to reading. Based on their answers, it was possible to o utline a reading profile for the participants. In the second stage, the students were taken to a visitation tour in the Center of Reference in Literature and Multimedia (Mundo da Leitura) located in the campus of the University of Passo Fundo. In this location, a reading practice was developed with the students focusing on multiple languages in reading education. The last stage consisted on the development of reading practices in the students’ own institute, based on contemporary readings organized by thematic in the last Palco de Debates that occurred in the 14th and 15th Jornada Nacional de Literatura, associated with canonical literature. For each semester, it was chosen two thematics, contemplating two authors and their writings in each of them and promo ting the reading practice as well as allowing, at the end of each practice, a written production, guided and assisted by the researcher. The achievement of the practices were supported by the books from the Center of Reference in Literature and Multimedia (Mundo da Leitura) and, this aspect has allowed the participants’ connection to different and innovative readings, opening spaces for the construction of literary readers, including literary readers by digital support. The practices always aimed to motivate the students in their reading skills and to put into evidence the importance of the teacher as a reference in the mediation of the reading practices. This study was deeply engaged in the reader education by reflecting in the reading as a social and literary practice, which is associated to the cultural manifestations in different media. The study is based on the theoretical aspects by Regina Zilberman and Michele Petit, who approach the reading reality between teachers and students; Judith Langer and Regina Zilberman, who argue about the literary text at school, the construction of representations and the literary experience; Antonio Candido, who explores the understanding of literature as a humanization factor; and Rildo Cosson and Magda Soares, who discuss about the literary literacy.