Formando leitores mediadores: dos aspectos teóricos à proposição de oficinas de leitura.

Abstract

The discussions proposed in this work arise from the reflection on the role of the teacher / reader in the school universe, as well as guiding the investigation of literacy collaboration processes in the construction of teaching mediation. We take ownership of the BNCC proposal regarding textual genres in elementary school, in view of the need that the schol presents in relation to reading, since it is still guided by intuitive, methodical teaching, with the need to be revised and confronted, in counterpart to shared, ideological teaching. Education requires professional readers, with prospects for building mediation and developing a taste for reading by their students. Such an attitude can encourage them to enjoy reading and to realize the importance of reading for the transformation of life. Based on the problematization of the relevance of reading mediation and reflection on the practices developed in the classroom, we arrived at the general objective, which is to promote the implementation of workshops that facilitate the teaching practice of reading mediation in the social dimension of literacy, valuing meaning cultural and contextual in its diverse applications in the school universe. It is a qualitative research, with bibliographic review, and presents workshops applicable to the classroom. The theoretical basis is anchored in the studies of Kleiman (2003, 2005, 2012, 2013), Soares (2003), Freire (2003), Bortoni­Ricardo (2015), Geraldi (2014), Martins (1994), Koch (2008) , Vóvio (2010), Solé (1998), among others. When we have reader teachers, training agents for student readers, the act of reading becomes significant, becoming an important reference for the construction of knowledge. Our reading experience, experienced and combined with the understanding that mediation is an outlet for the training of student readers, encouraged us to discuss the reading education of elementary school teachers from the perspective of literacy as a contribution to the effective exercise of mediation. and plurisignificant literacy.