Quebrando barreiras na formação de leitores com o círculo de leitura e o diário de leitura

Abstract

The role of the school is to cultivate readers who take an active role in their learning. However, teaching that relies on superficial concepts and readings, especially in the face of an overwhelming amount of digital information, fails to engage students with literary texts. The consequences are evident in students' poor performance in writing tasks, misinterpretations, and a lack of confidence. In response to this reality, this work was born from the desire to rethink certain literature teaching practices, redesigning them through effective pedagogical actions aimed at helping students become literary readers. The objective of this research was to present a didactic proposal as a methodological suggestion to encourage contemporary students to engage with literary reading. A reading circle was proposed, using pedagogical strategies with literary works. The results of applying this didactic proposal—based on the reading circle—were presented, with the goal of positioning the student as the protagonist in the reader development process. As a strategy for implementing this pedagogical approach, the Reading Circle by Cosson (2009, 2014, 2021) and Chambers (2008) was used, as we believe it allows for the creation of school routines in which everyone reads and has the opportunity to share reading impressions with peers who have read the same book. The reading journal (Rouxel, 2012, 2013) was also used as a tool for recording literary reading experiences. In fact, this dissertation includes various samples of participants' journal entries. The target audience was a 7th-grade class (20 to 30 students) from a public middle school in Goiás, Brazil. In terms of methodology, this was an action-research project, which allowed the researcher to be actively involved with the participants, who became effective collaborators in all phases of the research, even suggesting improvements to what was proposed by the teacher. The methodology was qualitative and descriptive in nature, aligned with the action-research principles outlined by Thiollent (1986, 2011).Based on the data analysis from the application of this proposal, it was clear that there was increased participation, satisfaction, and desire to read - demonstrating the effectiveness of the strategies adopted for developing literary readers. Sharing questions about the same texts led to a deeper understanding of textual meanings, while also improving writing and oral skills. The use of reading journals and rewriting activities enabled students to discover multiple meanings within the same text, take ownership of literary works, and develop a sense of authorship.