Modos de ler e estratégias para ler: crianças, leitura e literatura infantil

Abstract

This text promotes two reflections that are intended to be complementary: one is to discuss to what extent we can facilitate formation of readers in the first cycle of basic education (1st to 5th grades) due to the creation of the need to read children's literature. To this end, we seek dialogue with the Americans, as Hampton & Resnick (2008), Harvey & Goudvis (2007), Fisher, Lapp & Frey (2009), we have theoretical and methodological principles for the work outlined in teaching of reading strategies, so that we can create situations conducive to learning, training and development of reading competence. On another front, we analyzed the results of field research − an ethnographic approach − in light of theory examined. This is part of the data analysis of the 3rd phase of the research “Literature in school: spaces and contexts − the Brazilian and Portuguese reality”, which deals with literary literacy. In Brazil, the research examines concepts and practices of teachers in public schools in western Sao Paulo State, whose actions are directed at contributing to the redevelopment of public policies on reading, so that each time, a greater number of children can have access to the literary text. Considering some of the results to be released elected this article, we could say that for teachers, groping in that this approach to the teaching of reading strategies, sought to implement a proper context and to the reading of children's literature to the reality of their students, agreeing with this proposal, how the children feel capable and active in its process of appropriating the literary reading, by implication, fighting for its humanization process in/on literary literacy.