Percurso da mediação literária docente: um olhar para um curso de formação

Abstract

The need for reflection on the literary education of teachers, as well as the promotion of literary reading and the development of literary readers in educational institutions, is becoming increasingly evident. Thus, this research adopted as its general objective to investigate teacher training actions that prioritize literary mediation in the course "Reading and Writing in the Literary Context," linked to the Subsecretariat for Education Development in a municipality in the metropolitan region of Belo Horizonte, Minas Gerais. To this end, descriptive research with a qualitative approach was developed based on a bibliographic review with secondary data collection and primary data collected through field research. Data production instruments included observation of teacher training during course meetings; questionnaires and interviews, using Discursive Textual Analysis (DTA) as the procedure for treating collected data. Regarding teacher training, the theoretical framework encompasses discussion about the knowledge that constitutes the profile of the teacher-mediator of literary reading, with emphasis on their literary education and the relationship between knowledge, practices, and mediation. For this discussion, we mobilized contributions from authors such as António Nóvoa (1991, 2023), Maurice Tardif (2014), Isabel Alarcão (2001), and Vera Candau (2008). To support theoretical discussions about reading and literary mediation, we drew upon Paulo Freire's studies on the concept of reading, Graça Paulino, Rildo Cosson, and Teresa Colomer on the concept of literary reading and literary literacy, Isabel Solé on reading strategies, Lorenzo Tébar on mediation, and Cecília Bajour on literary mediation. The data analysis procedure included contextualizing theories within the scope of the research, highlighting their relevance to the study and discussing possible applications and implications for pedagogical practices in the school context. Results indicate that teacher training in literary reading mediation, grounded in consistent theoretical frameworks, strengthens pedagogical practices and stimulates critical reflection through the articulation between theory and practice. The teacher's literary education proved essential for expanding repertoires, improving criteria for selecting works, and qualifying pedagogical interventions. The importance of articulating theory and practice was evidenced, favoring critical reflection and the reframing of teaching actions. The guide for reading mediator teachers developed as an educational product contributed to the careful selection of literary works, reaffirming literature as a cultural right. Despite advances, findings point to limitations of the one-time nature of the training, emphasizing the need for continued programs.