Todo o leitor tem uma história a contar: usos e práticas de leitura entre alunos do Pré-Universitário Popular Alternativa

• Ano de defesa: 2020
• Autor(a) principal: Mello, Andressa Spencer de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Comunicação; UFSM; Programa de Pós-Graduação em Comunicação; Centro de Ciências Sociais e Humanas
• Palavras-chave em Português: Leitura; Culturas digitais; Grupos populares; Smartphones; Reading; Digital cultures; Popular groups; CNPQ::CIENCIAS SOCIAIS APLICADAS::COMUNICACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26606

This research, carried out from an ethnography in a pre-university course in the city of Santa Maria - RS aims to understand the uses and practices of reading among students of the Alternative course in the face of digital cultures. Our specific objectives are centered on mapping the daily reading practices and practices of students in the Alternative course; identify what meanings readers of popular groups attribute to reading; investigate ways of reading in the face of digital cultures, as well as the impact of digital media for reading and also compare the different types of readers among students in the Alternative course. Our theoretical framework is based on the anthropological perspective of reading proposed by Petit (2008, 2010 and 2013). We also situate our research before the historical perspective of reading from Chartier (1999), Fischer (2006) and Darnton (2010) and in the other researchers of reading practices such as Travancas (2012 and 2015) and Santaella (2004). In this sense, between the years 2017 to 2019 we conducted the application of 271 questionnaires, four conversation circles and eight in-depth interviews that started from a semi-structured script. From the observations in our research field, we elaborated our analysis starting from three analytical categories: reading and sociability, reading and identity; and reading and alternatives. As a result, we identified the growing association of reading with smartphones and social media. In addition, we observed that among the students of the course there are five types of readers: traditional readers, non-frequent readers, readers of text fragments, screen readers and reader-producers. In this way, we understand that the broader reading (carried out in the context of the internet), here mixes and complements the traditional reading made from printed books, generating other reading possibilities to be explored.