A prática pedagógica versus a formação de leitores: experiência com uma turma multisseriada

Abstract

The article is about the pedagogical practice for the formation of readers in a multisseriate class at the Municipal School Raimundo Nonato Fernandes II, located in the community of Sitio Junco, rural area of the municipality of Marcelino Vieira, State of Rio Grande do Norte / RN. Built in 1997, the school is 5 km away from the city. It is part of the fifteen rural schools in the city, where all work with multisseriate classes. Thus, reading is characterized as an essential tool for inclusion of children in the social environment, since it favors their personal and intellectual development, awakening the imagination, curiosity, fantasy, feeling and creativity, allowing them to enjoy the most diverse literary texts.Thus, the article aims to analyze the pedagogical practice developed in this class with the look on the work realized with literary text for the education of children readers. Therefore, we have the following guiding question: How has developed the practice of literary reading in a multisseriate class to form children readers? From this question, we have as an object of study the pedagogical practice developed by the teacher to form readers that prioritizes reading literature. From that question in the implementation of the work, was made a theoretical survey of the conceptions of reading, literature and studies on the subject. This is a qualitative research, which focuses on stages of construction methods that facilitate the organization of the research, which were: observations, questionnaire and the theoretical references to support such procedures. For the construction of this paper was adopted as a theoretical references the studies of Amarilha (2012, 2013), Martins (1994), Freire (2003), Zilberman (1991), Silva (1994), among other authors involved in the process of formation of children's readers. The gains of this experience is characterized by the need to recognize the importance of literary reading in the education of children readers, in view of its contribution to enlarge the repertoire of children, as well as disseminating the formation of literature player. Therefore, the literature, as a pedagogical tool allows the formation of the reader, since it is through reading that we can form critical citizens, an essential quality for the exercise of citizenship. The results indicate that literary reading is fundamental in the process of teaching and learning for the training of readers, giving opportunity to acquire knowledge, develop reasoning, participate in social life and develop the worldview.