Lendo Isabel Minhós Martins para os pequenos: as contribuições das estratégias de leitura para formação do leitor literário.

Abstract

This study presents an experience of literary reading, performed with contributions from reading strategy. It was conducted in a classroom environment, having as subjects the students from the third grade of basic education, which were in process of development their reading and writing skills. The study was conducted as the reading of the books Meu vizinho é um cão (2010) and A manta: uma história em quadrinhos (de tecido) (2011), both from the portuguese author Isabel Minhós Martins. The criteria used for the selection of these books aesthetical quality and language that is appropriated, original, and afective, proper to the subjects of the study. The study has as general goal: to investigate the contributions of reading strategies to the development of the infant literary reader. As specific objectives, we had: i) to bound thematic aspects of the works of of Isabel Minhós Martins; ii) to analyse the reading performed by the subjects of the sutdy of literary texts Meu vizinho é um cão (2010) and A manta: uma história em quadrinhos (de tecido) (2011), of the same author; and iii) to verify the usage of reading strategies to the persistence of aestheticals aspects of the infant literary text. The intervention was performed in the Raimundo Asfora school, in Campina Grande city, state of Paraíba. Thus, this study is composed of an action research and a bibliographic research. As theoreticals references used as based of our discussions, we reached for the ideas of Aguiar (2001), Zilberman (2005), Solé (1998), Girotto and Sousa (2010), Souza and Cosson (2018), Moreira and Messias (2018), Cademartori (2012), Petit (2008), among others. The results of the study reveal that the literary reading experience performed with the support of reading strategies favored a better comprehension of the sutdents about the narratives, mainly when the strategies were highlighted during the mediated reading. From the knowledge that the subjects of the study were in process of reading development, we verified that during the realization of the independent reading some students felt difficulties to reach the strategies for text comprehension. We understand that thematic aspects present in the works of Isabel Minhós Martis are part of the infant daily life, besides, we believe that the approached thematics in the selected works make possible an attractive reading, pleasurable and meaningful. In the analysis of the colected data during the intervention, we noticed that the approach of the reading strategies, used as support to the literary reading in the classroom, may contribute to the reading development of the students, promoting the encounter of the readers with the book goal and with the literary text and favoring the persistency of the aesthetical aspects of the works, which certainly enriched their comprehension and narrative interpretations.