Rodas de leitura e mediação: caminhos para a construção do aluno leitor em uma escola do campo

Abstract

Reading is a fundamental action in the social context since we live in a graph-centric society. Therefore, the school plays a central role in the teaching of reading since, in most cases, it is at school that the student finds a motivating environment for the act of reading through the activities proposed by the teacher. In an attempt to make the school a space of reader development, it emerges the following question: how reading circles performed through the mediation of an experienced reader contribute to the expansion of reading skills of students from the 6th to the 9th grade of Elementary School II who still have reading difficulties? Starting from this issue, the general objective of this research was to analyze how reading circles, with the help of the mediating teacher, contribute to the expansion of reading skills of 6th to 9th grade students who still show reading difficulties. To dialogue about reading, reading teaching and mediation, we rely on Freire (2006), Arena (2010), Koch and Elias (2006), Viana and Braun (2010), Cosson (2014) Marcuschi (2008), Terzi (1995), Antunes (2003), Zilberman (2009), Soares (2017). And finally, Vygotsky (2009), Bakhtin (2009-2006) Bortoni-Ricardo (2012) and Siqueira (2013), Oliveira (2017), Nascimento (2012), Oliveira (2012). As a methodological path, this qualitative research was outlined by the Intervention Research, a type of educational research in which pedagogical practices aimed to analyze, plan and implement actions seeking to maximize students' learning. The research results revealed that the students had difficulties in inferring, making connections and dialoguing about the texts. However, during the reading circles it was noticed that the mediation actions had a positive effect as the students started to build a meaning for reading. Such results were evidenced by the students and the teacher of the class. Students showed they liked the reading circles mainly because the texts were worked collectively, evidencing dialogism and background knowledge. The teacher also noticed that after the interventions the students demonstrated a greater interest in reading and began to ask more questions, especially about words that they did not know. Finally, based on what was explained about the results of this research, despite the difficulties faced due to the pandemic, the methodology of online reading circles can be considered a way to enhance the process of teaching reading, as it enabled the execution of important strategies for the progress of the reader development.