A formação do/a leitor/a literário e a pedagogia: pontos de encontro

Abstract

This research has as its central theme the formation of literary readers and it is justified based on personal experiences and on the graduation in Pedagogy at Instituto de Ciências Humanas do Pontal at Universidade Federal de Uberlândia (ICHPO/UFU). We understand that the paper has relevance for approaching a useful activity, because of the scarcity of works that foster discussions about the literary formation of the pedagogue. We established as a hypothesis that reading is more than decoding, that to encourage reading it is necessary to be a reader and that the Pedagogy Course can form professionals who encourage reading. In this way, we questioned: What is the relation between the formation in Pedagogy and the formation of literary readers, so that the pedagogue encourages the reading exercise? To answer this question, we defined as a general objective to analyze the relation between pedagogical formation considering the laws and literature. We went deeper into the theme with specific objectives focused on I) defining concepts of education and pedagogy; II) understanding the formation process of the pedagogue and the possibilities of work; III) analyzing information about reading in Brazil; and IV) understanding the formation process of the literary reader. Our methodology was based on Gil (2021) and on Prodanov and Freitas (2018), so that we built a mixed-methods research, with exploratory sequential design and technical procedures focused on bibliographic and documentary research. We concluded, among other things, that education, pedagogy, literature, and reading mediation are not neutral activities; all are situated in time, space, culture, and power relations. We also understand the importance of literature for the exercise of citizenship and for the construction of critical citizens. Furthermore, to instill a love for literature, one must first be a reader, preferably with a diversified repertoire.