A mediação da leitura no processo de formação de leitores: o que orientam os documentos oficiais?

Abstract

This study assumes that educational practices for the promotion of reading from mediation directly reflect directly on the teaching and learning process of children. Reading constitutes a cultural practice; when establishing with the text a relationship of proximity and enchantment, enables a dialogue with the collective imaginary, the creativity and cognitive processes emerge. From this perspective, this work aims to reflect on the orientations provided in the official documents dealing with the mediation of reading in the process of training readers. To this end, a qualitative research was carried out, whose methodological option was supported in bibliographic research, based on the assumptions of Historical-Cultural Psychology, on Vygotsky's perspective (1991; 1995; 1997) in dialogue with the Martins (2011); Miranda (2005); Martínez (2005) studies, dialogue with authors who address the theme. The documents point out and describe that reading exerts centrality in the process of formation of the subject be encouraged both in the family and school environment, based on contextualized practices and quality reading mediations in the process of reader training.