A prática de leitura para a formação do leitor: uma proposta de leitura infantil e juvenil para o 6º ano do ensino fundamental

Abstract

National Curriculum Standards of Portuguese Language aspire that, in elementary school, students, among other things, understand the reading in its various dimensions - the duty to read, the need to read and the pleasure of reading; be receptive to texts that break with its universe of expectations; be able to join or refuse the ideological positions that recognizes in the texts they read. Thus, the literature is presented as an essential element in the formation of good readers given that the reading of the literary text is essential in the formation of good readers because it broadens their horizons, helping them to understand the world and themselves (COSSON, 2012).In this context, this study was developed in order to investigate the reader formation in the 6th grade of elementary school and more specifically, present a juvenile literary reading propose for the 6th year of elementary school. To achieve this goal, we developed a descriptive, field qualitative research, in a 6th grade class of elementary school in a State Public School located in Teresina-PI. Data analysis enabled understanding that reading practices proposed by the textbook have not contributed to the reader formation. The theoretical support of this study was based on the contributions of Aguiar (1996; 2006), Zilberman (1998; 2007), Cândido (2004), Soares (2011), Cosson (2012; 2014), Rouxel (2013), among others. Data analysis confirmed the hypothesis that the practice of reading for the formation of good readers should not be restricted to the reading of the texts available in the textbook, simplified and fragmented, but expand to the reading of literary texts in full, as the children’s and juvenile literature. Thus, we conclude the need to prepare a reading proposal that would complement the Portuguese textbook and contemplating the reading of children’s and juvenile literature. This is a literature-teaching proposal guided by the orientations of the teaching basic instructional sequence by Rildo Cosson (2012), which aims to contribute to the reader formation. This analysis and proposal is important because it turns to a great challenge of Brazilian education, which is the formation of thoughtful readers and critics, who can formulate their own ideas and become a modification factor of the social reality. Moreover, as it proposes a plan of action to solve the reading practice problems in students of the 6th year, it contributes to the formation of Portuguese teachers focused on innovation in the classroom, increasing the teaching quality of elementary school students.