Clube de leitura na formação de professores- leitores: saberes partilhados para mediar o processo de educação literária.

Abstract

Literary reading is an integral part of the training process considering the licentiate in Letters, and that is why, when being faced with the commitment of teacher-reader training, we find it necessary to seek answers related to problematizations on pedagogical practices. Following this perspective, the present article aims at expanding the development of reading practices of undergraduates in Letters, in order to prepare them for the literary texts mediation, aimed at the public of elementary and high school education. For doing so, we established as specific objectives to understand the literary education as being necessary to favor the complex formation of the subject - cultural, social, historical, economic - and to develop reading experiences to support the formation of teachers through specific methodological approaches to the literary text, as well as the essential aspects for the functioning of a virtual literary reading club. Methodologically, the study has a descriptive-exploratory character, with a qualitative approach, based mainly on Freire (2011, 1987), Candido (2011), Chartier (2001, 1999), Rouxel (2013) and Dalvi (2021, 2018). The results reinforce the importance of an articulation between teaching and research, between theoretical-practical knowledge to act in the formation of the reader student - majoring in Letters - and in the reading mediator - the future teacher who will.