Contra tudo e todos : a formação de leitores em contextos adversos, no município da Serra

Abstract

This presente research is part of the dialogues of the Research Group ―Literature and Education‖, from Federal University of Espirito Santo. With na qualitative approach, specifically performs a case study about the training of readers in adverse contexts, in the municipality of Serra – ES. It investigates how such individuals from a periphery school in the municipality of Serra / ES became readers in adverse conditions, be they cultural, social, family, educational or economic. In an attempt of understanding how such individuals built up as readers, do we have to understand how their historical, social, economic, family, cultural contexts relate to literature in the school environment and beyond it in the formation of reading individuals? Are there any indications that the literary reading constitutes beyond the pedagogical mediation of the teacher? Are there other ways of mediation that work directly of/in the formation of the reading individual student? Based on these inquiries we headed ourselves to our fieldwork where a questionary was submited to three classes of 8th grades (9th year), in a total of eighty-four questionaries. Following it was chosen five students to interviews. By the investigation we were able to know the practices of reading of these individuals, their preference and reading habits, ways of acquiring books, reading frequency and the main mediators of reading, such others. We also emphasize the importance of the role of the reading, since it establishes a kind of connection between the reader and the mediator. The main theoric that deals with our subject is the antropologist Michèle Petit (2009 and 2013), wich will meet the specifics of adolescence, mainly from peripheries. In a dialogue with Pètit, the work covers several forms of mediation with reading and also in the formation of readers. In this case we use the works: The Art of Reading or How to Resist Adversity (2009), Young People and Reading: A New Perspective (2009) and Readings: From Inner Space to Public Space (2013).