Entre a contação e a formação de professores mediadores de leitura literária no bale.

Abstract

The present work aims to investigate the contribution of the experiences lived by volunteers and scholarship holders of the Ambulante Library and Literature in Schools – BALE, extension program, during their professional training and their performance in the classroom as a mediator teacher and reader trainer. It is supported by the ideas of Graves and Graves (1995), Martins (2007), Saldanha (2013) on reading, reader formation and mediation. The research is characterized as qualitative and field research, using a virtual questionnaire as a data collection instrument, and for the analysis of the data collected as a technique, we opted for the descriptive analysis; the participating subjects are four teachers who worked in the BALE program. The results indicate that the BALE program achieves its goals by training and self-training readers, in addition to experiences lived in the personal and professional training process, qualifying the training of teachers during their participation in the program, which positively reflects on their performance as mediators and teachers. trainers of readers, presenting a different view on the relevance of reading in the formation of their students and building affective memories of the experiences lived in the program.