Banca de DEFESA: SUELY DE SOUSA MARTINS FERREIRA

READING MEDIATION IN THE SCHOOL CONTEXT: PROPOSAL FOR A GUIDE SUPPORT FOR THE MUNICIPAL EDUCATION NETWORK OF CRATO-CE

 Reading; Reading Mediation; Escolas de Tempo Integral do Município de Crato

Reading is present in several practices in our daily lives, becoming, therefore, an access route to sociopolitical activity. Therefore, reading practice has the potential to awaken critical sense in others while enabling them to resolve conflicts. However, contact with textual productions alone cannot reach all the dimensions necessary for the formation of critical-reflective readers; rather, a set of mediating actions is necessary that stimulate the student's desire to seek knowledge from of the act of reading. In this sense, the problem of the study raises the following question as a central question: how are reading mediation practices developed in Full-Time Schools in the city of Crato? Therefore, the general objective is to: investigate reading mediation practices developed in the school context, aiming to develop a guide as an informational support tool for the ETIs in Crato. The specific objectives are: to present the conceptual aspects, approaches and reflections on reading and reading mediation; verify teachers‟ perception regarding reading mediation in the school environment; reflect on participant observation in the daily life of full-time schools to create the reading mediation guide. The methodological approach started from a bibliographical review on the topic, followed by participant observation and semi-structured interviews as data collection mechanisms that allowed analyzing the context of reading mediation practices. As for the theoretical-methodological foundation, it was anchored in the interactive reading perspective, according to Solé (2014), focusing on reading strategies and theoretical aspects of Reading Mediation with Bortolin (2006) and Silva (2015). In this context, the research allowed us to verify that the reading mediation practices developed in the Crato ETI still need to be rethought, since, in some moments observed, the activities were being conducted from a traditional view of reading as a mere decoding of codes, without turning their attention to the critical and social formation of students. On the other hand, it is also essential to highlight that, when there are professionals who seek to develop a different proposal from an interactive perspective, they encounter obstacles in the school structure, from the lack of environments that provide reading activities, as in the case of school libraries , even the lack of essential materials for teaching practice, such as reams and toner. From this scenario, therefore, the need to develop practical material for the daily lives of teachers was observed, since, in the semi-structured interviews, the lack of guidelines and practical proposals to be applied in the teaching and learning process was highlighted. of reading. To this end, a Reading Mediation Guide was created, which is divided into conceptual approaches and practical approaches, or rather, initially, it contextualizes the term reading and reading mediation through an interactive bias, thus creating a bridge so that, in the secondly, it presents examples of mediation strategies from the reading circle, the soirée, the reading group, among others. Recognizing that reading is consolidated as an instrument of memory and conquest and expansion of citizenship by enabling contributions to the formation of different subjects and social groups, activities with oral and written productions that work on the life experiences of an individual and a society.