Saberes e práticas docentes: desafios à formação de leitores literários infantis.

Abstract

This article discusses the challenges to the education of children's literary readers in schools. Considering that, in order to educate readers, teachers mobilize various knowledge and practices, we propose to briefly consider the initial and ongoing education of these teachers, as well as to analyze the challenges that four teachers of the 3rd year of Elementary School - Early Years of a public school in Campinas/SP face as educators of literary readers. Anchored in the studies of Tardif (2004) and Paulino (2004), the methodology involves a qualitative, ethnographic approach (André, 2012). The corpus of analysis was made up of observation of classes and partially structured interviews with the teachers. The still preliminary results show that the main challenges experienced by the teachers are: the availability of time and desire for literary reading; the loss of value of physical books in the face of digital culture; the lack of understanding that children need to handle the object of books; the scarcity of spaces to talk about books; the frequent use of literary texts as a pretext for teaching; the lack of understanding that reading is pleasurable but requires effort; the incommunicability of the right and value of literature. And to face these challenges, in addition to investments in training and access and collection policies, literary knowledge: being a reader, being familiar with books, diversifying practices, the corpus, the ways of reading and talking about books can be allies in the complex task of forming readers.