Representações de práticas de leituras literárias: histórias e memórias na biblioteca da escola em Dourados, MS

Abstract

This dissertation consists of writing about the history and memory of the practice of literary readings by experienced educators in the school context with a focus on library space for the training of readers. The approach is performed by a literature review, among others, Chartier (2001), Felix (1998), Candido (2006), Soares (2010), Zilberman (2009), Silva, E. (2009) Silva, W. (2003), followed by the case study of two libraries from public school Dourados, Mato Grosso do Sul. First, it is presented to the school library as a space for the exercise of the right to read and as a place of literary memory of the community school. For this analysis were used as parameters to Law No. 12.244/2010 that nationwide proposes universal school libraries, the "Manifesto UNESCO / IFLA" and also the Political Pedagogical Project school as the possibility of their participation in the process of literary education at school. In the second phase, there will be a historical account of the formation of the libraries surveyed and interface with readings practices present in projects in schools. Through the analysis of written sources and memories readings from the library educators and teachers, authors of reading projects are aggregated issues in relation to literary reading and the school community, under the aspect of access to library and practices cultural training to encourage the reader. Then, it presents some reflections possible to think about the space of the library and reading projects, how to silence this relationship and the possibility that the library is a place for socializing Literature in school.