Reading circles as a pedagogical experience for readers’ formation

Abstract

This article aimed to analyze the textual records produced by students in their reading diaries during their participation in a reading club proposed in the school context. This is a pedagogical intervention research that sought to awaken a taste for literary reading in sixth-grade students of a public school in the city of Santa Maria, Rio Grande do Sul state, Brazil. The methodology used was the Reading Circles technique by Cosson (2021a), and emphasis was placed on the pedagogical mediation carried out by the Portuguese Language teacher in the reading of the book Matilda e o Clube de Leitura, by Roberta M. R. Trevisan (2022). The results indicate that the pedagogical proposal proved to be effective, allowing students to actively participate in reading and writing their diaries. Thus, reading literary books, combined with the debates and questions provided by the function cards, enriched learning and proved to be valuable for promoting students' cognitive, social, and emotional development.