Formação docente e contação de histórias: a leitura literária na escola.

Abstract

This article presents as general objective to report a literary practice practiced during the training of teachers of a public school in João Pessoa-PB, in which we work with the account of the narrative of images, The adventures of Bambolina (2006), by Italian writer and illustrator Michelle Iacocca. The specific objectives are: to report the development of the reading practice of our corpus proposed by the authors Maria Amélia Dalvi and Kenya Adriana Silva (2016), as well as to make considerations about the importance of reading strategies, specifically, on the use of connections, This is a resource chosen for working with teachers and students, based on the suggestions of Isabel Solé (1998) and Cyntia Graziella Girotto and Renata Junqueira de Souza (2010). Methodologically, we used descriptive-interpretive research of a qualitative nature for the accomplishment of the bibliographical revision and for the comprehension of the text as a tool for literary literacy in the school. As results, we verified that literary reading, when planned and theoretically based, constitutes an important tool for the reading formation of children and teachers.