A formação do leitor por meio da literatura: uma reflexão pedagógica

Abstract

This research deals with the formation of the literary reader and presents as a general objective to reflect on the formation of this reader in the Pedagogy Course at a Higher Education Institution in the north of Goiás. We investigated, in this institution, how literature, reading and the teacher reader interrelate to take the student to a process of reflection. We analyzed the academic literary formation of the pedagogue in relation to his preparation to act as a criticalreflective professional and reflect on the reading formation of future pedagogues in practice with the students of Early Childhood Education and Elementary School in the initial grades. The methodology used at the beginning was the bibliographic survey, being the main authors of the research Bakhtin (2011), Barthes (1987), Cosson (2016), Kleiman (2005), Lajolo (1997), Mendonça (2007), Rojo (2004) , Santaella (2004), Soares (2009, 2014), among others. With due literary review, we seek to understand literary reading and its relevance, as well as literary literacy and its construction for the formation of the reader, having as basis for reflection the process of literary reading in the education of the pedagogy student, in his practice teacher. In a second step, we approach documentary research, based on the Course Pedagogical Project - PPC, and on the Institutional Development Plan - PDI of the current Pedagogy course. With this documentary research, we intend to understand the course's directions for the practice of reading training and the way in which literature gains or not space in teacher training. We adopted field research using research as a method through interviews with teachers and students from the investigated educational institution. We believe this research to be relevant, as the individual, who demonstrates a broader ability to read the world, as a potential reader, assumes a more proactive, refined and refined role before society. We emphasize that the reading of literary books allows a singular approximation between literature and self-knowledge, enabling critical interpretations and greater flexibility of thought. We reinforce the need for reading practice for Pedagogy students, so that they can lead their students to seek autonomy through the process of forming reading and writing skills.