Círculo de leitura: experiências de leitura literária com jovens leitores

Abstract

This research problematizes literary reading experiences and its implications in the process of identity construction in young high school students, participants of a reading project in the literary circle format, at the Federal Institute of Rio Grande do Sul (IFRS), Campus Bento Gonçalves. The research follows the activities of the circle throughout the year 2021, in its remote version. This is a qualitative research with a narrative approach, based on the assumptions of Clandinin and Connelly (2015), which aims to investigate the impacts of literary reading experiences on the subjects involved. In addition, it is proposed to discuss/analyze: a) what factors contribute to the establishment of a bond with the participants in the circle; b) how reading circles can be configured as a space that allows literary reading as a means to share experiences and humanize the subjects; c) in what aspects literary reading can contribute to a humanizing/integral education of the subjects. As a theoretical basis that guides the research, I base myself on Vigotski (2009) with regard to the processes of imagination and creation/elaboration in the field of arts/literature, reverberating in the subjective construction. Adding to this perspective are Petit (2009), Larrosa (2002), and Yunes (2002), extending concepts related to reading as a transforming experience. In the comprehension of experience, I seek support in Dewey (1976). For the understanding of literature circles, I take Yunes (1999) as a basis, in a dialogue with Freire's culture circle (1987). From the data generated - by means of experience reports, autobiographical narratives in written form and other experiences in the reading circles - it was possible to perceive that literary reading, when lived in its entirety, in a welcoming, dialogical and mediated context, has a humanizing and transforming potential: it promotes constant exercises about otherness and empathy, brings recognition of oneself and of the other through cathartic processes, broadens and harpens the critical view of collectivities, promoting transformations in the individual sphere and extending it to a social dimension. The context of the reading circles favors these processes due to the methodology used and its constitutive principles, which emphasize the horizontality in relationships, the dialogic nature, the space and time for reading and sharing. [resumo fornecido pelo autor]