Formation of the reader as pedagogic proposal: children's literature and perennial reading behavior

Abstract

Aiming to contribute to the construction of alternative of practices of reading in schools that make associate the playful reading realized in childhood to the habit of reading wanted for the older age of students, the article presents methodologic-theoretical reflections about the formation of the reader based on Bakhtinian dialogism, and proposal of literacy in language and literature areas based on socio-interactionism. The study was done based on bibliographic review and also on empirical research conducted in public elementary and high school in Guarapuava-PR, which, based on the methodology of action research, presents as result the importance of a planning for the entire student's school career, so that reading practices are attuned to an pedagogic proposal that valorizes the aesthetic dimension in literature and reading as social practice. The relevance of the work is to contribute to the formation of the reader with not episodic, but perennial reading behavior since reading children's literature, involving processes of teaching and learning, the school library and the participation of parents.