Sobre leitores e mediadores: histórias de alunos do 5° ano do ensino fundamental

Abstract

The present research is inserted in the research line 3: Reading, Education, Teaching of the Mother Language and Natural Sciences of the Graduate Course in Education - PPGEDUC of the Federal University of Catalão - UFCAT. The general objective was: to problematize who are the people who encouraged, mediated the reading of students considered readers of the 5th year of Elementary School. Specifically, research the reading strategies used by the mediators; get to know the school career of students considered readers; finally, identify how the school contributes to the formation of reading students. The methodology adopted was qualitative research, based on the assumptions of exploratory research, in order to understand who are the encouragers and mediators of reading in the training process of student readers participating in the study, more precisely, students of the 5th year of Elementary School. Semi-structured interviews (individual and collective) were carried out to collect the data analyzed in this research, methodologically supported by the works of Lüdke and André (2013), Bogdan and Biklen (1994), among others. We seek to recognize the mediation of reading as a source of research and analysis, which allow us to understand how the formation of the reader takes place, aiming to think of mediation directly related to the integral learning of the student. The investigation was based on the following problem: Who were the reading mediators of students considered readers of the 5th year of elementary school in a public school? We evidenced through the analyzes that some students do not consider themselves readers, as they stated at the beginning of the questionnaires, but, later, they showed us before the other questions, which they identify with the reading practice, even if they still do not realize it. In the analysis of the interviews, we listed three axes of discussion: Mediators and their practices; The reading practices adopted by the students; Elements that encourage reading. The students' reports emphasized the contribution of the family and the practices used by the teachers in the taste for reading. Above all, these reports can serve as a reflection on the incentives of mediators in the classroom.