Leitura de best-sellers: desafios à escola na formação do leitor

Abstract

The best-sellers of mass culture are present in the activities of reading of many teenagers and youngster, reality that needs to be considered by the school, since these readers did it independent of requirement and, this way, they construct their own formation, in other words, they read by own initiative. In this context, this work shows results of a research about reading of best-sellers of mass culture done by the students from 9th grade in the basic education in public schools in Buriti dos Lopes-PI, with general objective to understand the relation between reader/text in the activities of reading the best sellers. In order to reach this objective, it was established as specific objectives: to identify the works titles the best-sellers of frequent reading among the students from the Basic Education; to lift the conditions to access the works; to analyze the motivations to the reading; describe reading practices: time used, places of reading and other aspects about the interaction to the works read and to verify the conception of literary work by the reader of the best-sellers. The present work was done through a qualitative and quantitative research, once the data were collected through a questioner and an interview, searching for understanding the experiences and meanings about reading of the best-sellers, as well as the number of books read according to the category. To substantiate the research it was used as basis theoretical of authors as: Ciqueira and Zimmer (2006), Jauss (1994), Iser (1999), Leffa (1996), Compagnon (1996), Candido (2006), Bakhtin (2003), Todorov (2009), Cosson (2015), Jurado and Rojo (2006), Rocco (1992), Lajolo (1994), Corsuil (2005), Calvino (1994). The results shown the students read intensity the best-sellers of mass culture and take these readings as something pleasurable and significant. The contact that they keep up with these works is done beyond the schools, since they access them in the internet, borrowing or buy in magazines, except a school, which has a great collection of these works and it is supportive place to readings. To compare the results, it was verified there were possibilities to school considers the readings as favorable to the critic reader formation and to value the experiences of students reading, working the best-sellers of mass culture as an important tool to the reader formation of literary canon, starting from the known to unknown by the students. In this sense, this investigation helped to understand the relations there are between the readers and the best-sellers of mass culture, as well as the development of a work propose from of readings that the students does to present the literary canon in a pleasurable and significant way.