Formação de leitores no ensino médio: festa literária como proposta interventiva no IFES - campus Piúma-ES

Abstract

This research is part of the scope of the Professional Master's Degree at the Federal University of Bahia (UFBA) and, from a perspective of collaborative and interventional construction, aimed to investigate the process of training readers in High School at the Federal Institute of Espírito Santo (IFES). The study object consisted of forming literary readers as a field of investigation of didactic-literary actions with the research subjects, students between 17 and 22 years of age in the 4th year of the Technical Course in Fishing Integrated to High School on the Piúma campus /IFES. The research analyzed the context, the principles of reader formation, the challenges and demands of the subjects regarding reader formation, reflecting and proposing methodological actions articulated to the literary literacy process. It identified characteristics and challenges of the reader training process in times of vast production and dissemination of reading in digital culture, understanding the potential of didactic-literary strategies, concepts, pedagogical practices, and experiences to expand students' reading practices of the technical course integrated into high school, in the daily life of IFES. The concerns that gave rise to this research were: What pedagogical practices contribute to the reading formation of the students of the technical course integrated to the High School of the Piúma campus? How does literature occupy the spaces of the Piúma-IFES campus? Fulfilled by theorists such as Jorge Larrosa (2015), Antônio Cândido (1988 and 2006), and Marise Lajolo (1993), the methodological proposal took into account the subjectivities of the participating subjects, investigating the relationship between literature and the sociocultural universe, through the conducting a didactic-literary workshop with the high school public, aiming at reflection and the construction of new didactic practices within the scope of reader training. As an intervention proposal, we present the intervention proposal Literary Festival of Piúma (FLIPIU), which constitutes a cultural policy of literary literacy for the Piúma campus, constructed dialogically with the academic community of IFES and institutional partners. The results of the investigation point out that on the Piúma-ES campus, didactic-literary actions, when not diversified, have a much smaller contribution than desired in terms of reader formation; the research also demonstrates that although the records indicate a decrease in access to the campus library by the students, the digital culture allowed them to maintain and even increase the volume of literary reading, as well as providing the opportunity to create an intervention proposal that would guarantee a diversity of processes, spaces and times of reading formation.