RIBEIRO, Thaís de Souza.
Résumé:
The way reading becomes a habit and, even more, a pleasurable practice involves a gradual process in which the mediator teacher plays a crucial role in assisting the formulation of ideas, thoughts, and imagination in awakening in students the taste for reading, in addition to linking it to the daily experience. Therefore, the association of reading activities with everyday situations stimulates students' interest. In this context, the present work proposes a pedagogical intervention of continuing education for elementary school teachers, emphasizing reading mediation. To achieve this goal, we articulated concepts of School Interactionist Sociolinguistics with the reading mediation events; discussed the continuing education of Basic Education teachers, with an emphasis on the literacy teacher; and developed a workshop as a proposal for continuing education on reading mediation from the perspective of School Interactionist Sociolinguistics, which also theoretically supports this work, following the appointment of Bortoni-Ricardo (2004). This theory considers the school as a favorable environment for each individual to contribute in their way with the communicative activity, guided by a mediator who conducts the dialogue without discarding the interactional characteristics of each subject. It is a bibliographical, basic, applied research with a qualitative approach. The theoretical discussions resulted in workshops that guide contextualization clues as a form of scaffolding in classroom reading events.
