Formação de docentes mediadores de leitura literária na perspectiva do letramento: possibilidades e desafios na utilização do kit formalitera

Abstract

The school environment constitutes a privileged space for the mediation of literary reading to take place in a full and meaningful way. Although it is not the only possible context, it presents itself as one of the main pathways through which a significant portion of Brazilian children and young people in the process of schooling come into contact with books (Rocateli; Franco, 2019). From this perspective, the promotion of literary reading should be associated with mediated proposals, since the absence of specific training in the mediation of literary reading is one of the variables that directly affects the lack of effective literary reading practices with children in the early years of Elementary School (Cavalcanti, 2023). In light of this scenario, the present study, developed within Research Line 3 – Language, Education, and Society of the Graduate Program of the Institute of Letters and Linguistics at the Federal University of Uberlândia, with support from the Coordination for the Improvement of Higher Education Personnel (CAPES), aims to understand the contribution of a training project that uses a gamification resource called the Kit Formalitera to the process of continuing education for teachers as reading mediators. To achieve this objective, the study sought to: identify the main possibilities and challenges related to the use of the Kit Formalitera as a training resource for teachers who mediate literary reading; present the difficulties encountered in the process of training these mediators in the school context; evaluate, based on the workshops implemented and the feedback collected, whether the Kit Formalitera fulfilled the function for which it was designed; and, as a further development, reflect on the possibilities of implementing the training workshops as a project that can be replicated in different institutions, especially within the public school system. The Kit Formalitera consists of a bag containing a base doll, initially without hair, clothing, or accessories, as well as surprise bags identified by codes and cards with theoretical challenges. This material was developed within the research conducted by Cavalcanti (2023) with the aim of promoting training moments based on gamification. The collected data were analyzed qualitatively, in light of a theoretical framework that includes studies on play by Huizinga (2019), Leffa and Vetromille-Castro (2019), and Souza (2022); literary literacy from the perspective of Cosson (2020, 2021); and discussions on reading, literary mediation, and the formation of literary readers by Colomer (2007, 2017), Bajour (2012, 2023), Petit (2009, 2010, 2013, 2019), Rezende (2013, 2022), and Dalvi (2018). The study is also grounded in the perspective of dialogism formulated by Bakhtin (2011), as well as in commentators such as Brait (2021), Faraco (2009), and Fiorin (2022), among other authors who support the themes addressed. Finally, in the concluding remarks, this research seeks to 9 contribute significantly to deepening reflections on the appropriate schooling of literature in the school context from the perspective of literary literacy, recognizing the role of teachers as mediators of literary reading and the importance of partnerships between teachers and librarians in the development of projects aimed at promoting reading in schools.