Desafios da formação leitora em bibliotecas comunitárias : registro, arquivo e memória de leitura da literatura infantil

• Ano de defesa: 2019
• Autor(a) principal: Toigo, Renata
• Orientador(a): Kohlrausch, Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Biblioteca Comunitária; Formação de Leitores; Leitura; Literatura Infantil
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8460

In this dissertation, we deal with the formation of the reader in alternative spaces: the Chocolatão and Arquipélago Community libraries, developed by the Center for Integration of Local Networks and Cultures - Cirandar, located in peripheries of the city of Porto Alegre, Rio Grande do Sul. The objective of the research is to validate the reading formation from the analysis in archives, that is, records of mediations of reading, the present public in the mediations and the lending of books. Before starting to analyze the records, we present a reflection on the importance of archives in order to write a story (ARTIÈRES, 1998; ASSMANN, 1999; LARA, 2008; MENEZES, 1999; RICOEUR, 1997). By specifically addressing the formation of the children's reader, we historicize the course of reading and children's literature, its emergence, formation and maturation (CHARTIER, 1994; COELHO, 1982; DARNTON, 2010; LAJOLO E ZILBERMAN, 1996; ROBINE, 1974; ZILBERMAN, 2003). The theoretical basis is a reflection on the specificities and the importance of the literary text for the formation of readers (AGUIAR, 1993; CANDIDO, 2004; COSSON, 2017; LARROSA, 1996; PETIT, 2008). We emphasize that community libraries, although located in peripheries where there is no guarantee of social rights, but lack love and solidarity between people, are also spaces where shared reading experiences are developed, where the mediator and the reader make strong links around reading (MACHADO, 2008, PATTE, 2012). We know that literature itself does not transform existing realities; however, we believe that such a practice promoted widely and connected with local cultures, can help to humanize and sensitize the human being, promoting actions of collective transformation.