Intervenção literária: a estratégia de reconto na formação de leitores

Abstract

This study considers literary reading as a cultural practice, produced in an interac-tive process between reader and text, and between other readers and ones ‘self, with the objective of amplifying the limits of knowledge, comprehension, and coexistence. From this perspective, the objective of the research is to analyze the practices of pedagogic interven-tion, having reading strategies in mind, according to Solé (1998), and the ways that they have repercussions in the reading comprehension process of children. In this way, active research, with a qualitative and descriptive focus, is carried out in a second stage children’s education class, with students between the ages of five and six, from a school within the municipal network of Minas Gerais, Brazil. This is supported by the studies of Cosson (2006); Goulart (2012) and Martins (2010), in dialogue with authors that approach the subject. The results of the study reveal that the mediation of the educators and the development of didactic-peda-gogic strategies are fundamental in the path of children’s reading acquisition and comprehen-sion, contributing to the process of reader formation.