Abstract

NEITZEL, Adair de Aguiar; BRIDON, Janete  and  WEISS, Cláudia Suéli. Reading mediations: meetings in the classroom. R. Bras. Est. Pedag. [online]. 2016, vol.97, n.246, pp.305-322. ISSN 2176-6681.  https://doi.org/10.1590/S2176-6681/379014641.

The research is about reading mediations at school and analyzes how the Institutional Scholarship for Teaching Initiation Program (Programa Institucional de Bolsa de Iniciação à Docência - Pibid) of Letters of the Universidade do Vale do Itajaí (Univali), which focuses on readers' education in high school, qualifies future teachers of Language and Literature to become reading mediators. The research followed a qualitative approach and counted on portfolios produced by undergraduate students during a project carried out with high school students from the 1st and 3rd grades in two schools of Itajaí (in the state of Santa Catarina) as instrument of data collection. The collected data were discussed based on the concepts of Lajolo (2001), Calvino (1993), Petit (2009) and Barthes (2007). The results indicate that: a) the reading mediations promoted by Pibid of Letters follow the conception that Literature has an aesthetic function that needs to be preserved by the school, therefore; it is the teacher's role to be a mediator between students and Literature, as well as to promote experiences of Literature appreciation and aesthetic enjoyment that narrow the relationships between the literary work and the reader; b) the reading mediations promoted by the undergraduate students fostered an appreciative act of reading on students; c) the undergraduate students have exercised the role of reading mediators, providing students with encounters with literary work; and d) the undergraduate students, future teachers of Language and Literature, have broadened their literary repertoire and have explored various possibilities of fruitive approach to Literature, qualifying themselves to act as reading mediators.

Keywords : reading mediation; literary reading; Pibid; teacher education.

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