Práticas de leitura e letramento literário no 5° ano do ensino fundamental – anos iniciais: a biblioteca escolar como espaço de formação de leitores

Abstract

Reading is essential for acquiring knowledge, expanding language, stimulating creativity, and developing critical thinking skills. Literary reading enhances these benefits, awakening the reader's sensitivity and enabling a deeper interpretation of the world. It also fosters socio- emotional gains. In this context, the school library stands out as a privileged space for access to books and meaningful reading experiences. This research stemmed from the following question: what reading and literary literacy practices are developed in a public school library to foster reader development? In this sense, we sought to disseminate the results of the research "Reading Practices and Literary Literacy in the 5th Grade of Elementary School - Early Years: The School Library as a Space for Reader Development," which investigated reading practices developed in the specific school library classroom. The overall objective was to analyze the reading practices developed in the school library of a public elementary school, with the aim of mapping the pedagogical practices developed to develop readers of literary texts. The specific objectives are: (i) To understand the process of encouraging reading, taking into account the technological context in which we operate, elucidating public policies to encourage reading and literary reading in Brazil; (ii) To understand the role of literary reading in the socio-emotional development of readers; and (iii) To reflect on the importance of literary literacy in student development through reading practices. The theoretical foundation was based on the studies of Cosson (2014), which support the understanding of the process of reader development through literary reading practices; Portolomeos and Joaquim (2025) and Portolomeos and Nepomucemo (2022), which reflect on how the literary aesthetic experience is understood by the BNCC (Brazilian National Curricular Framework), promoting a discussion on the specificity of texts and literary reading in classroom practice; and Soares and Sousa (2020), which provides an understanding of the importance of literary literacy for reader development. The qualitative research adopted an exploratory approach and used unstructured non-participant observation, semi-structured interviews, and a field diary containing observation records as data collection tools. The analyses showed that projects, specific reading moments, and work with different literary genres, combined with pedagogical strategies that include active listening, technology, audiovisual content, and discussion groups, bring significant benefits to democratizing access to literature. The research also highlighted the importance of family encouragement as a determining factor in developing a love of reading. However, the study highlighted weaknesses in initial teacher training, marked by the lack of systematic work on literary literacy, as well as the need for greater regularity and effectiveness in public policies to encourage reading. The educational product, in the form of a teaching sequence, addresses the poem genre and aims to contribute to teachers' planning, offering clarity on the subject, with the aim of assisting their activities.