Práticas de “leitura deleite” nos anos iniciais: contributos do PNAIC na/para mediação docente

Abstract

This research problematizes the influence of reading enjoyment in the reading formation of the students of the initial years of elementary education of a primary school in the municipality of Maceió. Two groups participated in the study, being one of the third year and another of the fourth year and their respective teachers. The general objective was to investigate the contributions of the National Literacy Program in the Right Age (PNAIC) in the didactic mediation of the teacher when reading delight for children in the process of reading formation. The research was outlined in a qualitative, case-study approach. The research object was constituted through observation of the reading delight, carried out aloud by the teachers / literacy teachers. Data collection was done in a third grade class, whose students had completed the literacy cycle with teachers who participated in the PNAIC, and in a fourth grade class. As a collection procedure, the research instruments and strategies were used: document analysis, semistructured interview, classroom observations and conversation wheels. To support the analysis of the data collected, the contributions of the following authors were taken as a basis: Amarilha (2006), Bajard (2007), Pastorello (2010), Zumthor (2014) - for analysis of reading aloud; and Brenman (2005), Cosson (2016-2017), Geraldi (2012), Lovato (2016) and Morais (1996) - in the analysis on reading delight. Based on the analyzes performed, the delightful reading occurs at least three times a week. The study showed that in this oralized reading, the teacher constitutes her performance much more supported in the voice than in the body, although this body, in some mediations, is quite present. Such mediations have generated children's interest in books and their stories beyond the walls of the school. It was concluded that the delight reading proposed by the Pnaic has been an ally in the reading instruction of the children, in addition to adding elements for teacher training which, in turn, has implications in their teaching practices, both of the children in phase of completion of the literacy cycle and those in the post-literacy phase.