Uma flor nasceu no asfalto: um estudo sobre as práticas de mediadores de leitura nas oficinas da Flibo e sua contribuição para a formação do sujeito leitor.

Abstract

This research had the general objective of analyzing whether and to what extent the practices of literary reading developed by Flibo (Literary Festival of Boqueirão) workers contribute to the formation of young readers of literature. Basedon an exploratory and interpretative nature, this paper is inserted in the Case Study model, with a qualitative approach. It presents the following specific objectives: a) Identifying the theoretical-methodological aspects that support the practices of literary reading in these workshops; b) Understand the contributions of these literary reading practices to broaden the horizon of expectations of young readers.With this aim, the research had as theoretical-methodological subsidy the studies of the Sociology of Reading and History of Reading (CHARTIER, 1994; 2001; 2011); the relationship Literature and Society worked by Candido (2011); the “training of the literary reader”, according to Colomer (2007); the concept of “literary reading mediation” in Petit (2008; 2009 and 2019) and the Aesthetics of reception and Aesthetic Experience, developed by Jauss (1979). The procedures adopted for data production were: a) Application of questionnaires and semi-structured interviews with reading mediators; b) Conducting a focus group interview with young readers who are the target audience of the reading workshops; c) Observation of a literary reading workshop. 4 (four) reading mediators and 3 (three) young readers who participated in reading workshops at Flibo were heard. In the end, it was found that the research participants understand the reader as the main and active element in the text and that their practices reverberate traces of the first reading experiences. Regarding the workshop, we realized that the observed experience has the potential to promote a change in terms of the relationship between young people and literature, since the form of mediation valued the initial knowledge of young people, raising them from the condition of spectators to agents in the process.