WORKING WITH LITERATURE IN LITERACY: IMPLICATIONS FOR THE TRAINING OF THE CRITICAL READER

Abstract

Reading practices have been the subject of many discussions in academia. In this text we present a reflection on these practices in the use of children's literature in literacy classes, in the city of Viana-ES. This work is configured as an exploratory study based on the literary works of the project Minha Biblioteca: Ler, Contar, Encantar, sent to 2nd grade students and on the observations of the activities developed by the teachers in school routine and continuing education meetings, developed during 2022.  The theoretical bases are founded on the assumptions of the cultural-historical perspective and the Bakhtinian conception of language, insofar as it proposes a dialogical approach to the enunciation, in which the interlocutor participates in the formation of meaning. The analyses indicate that the way work with genres was conducted, that is, the teachers' mediation, allowed some moments of author-reader interaction. We noticed that the construction of meaning by the children could have been better explored, since, in most of the events observed, the practices were centered on the search for information in the texts, followed by the completion of tasks. We know that it is not enough for reading to be understood only in its linguistic materiality, since it is not a ready-made product that has a single possible meaning previously defined by the author at the moment of writing.