Leitura literária associada ao ensino técnico no Instituto Federal de Sertão/RS: quebrando paradigmas curriculares.

Abstract

This research comprises an analysis of the dimension of literary reading practices concerning contemporary works and its relation to readings from the school curriculum in the reading development of second graders enrolled in the Technical Course in Agriculture from the Federal Institute Sertão Campus. The school curriculum of these students tends to prioritize technical readings in prejudice of other ones, such as the literary reading. The work is an action research that involves reading actions, seeking reading awareness in multiple languages. Reading actions were developed in one-year period and based on themes and literary works that oriented its organization, fostering literary readings and written productions as well. This study is based on the theoretical assumption of Michèle Petit about the importance of reading and the role of the mediator in the students’ reading development and, of Judith Langer and Regina Zilberman about literature at school and literary experiences.